Human Nature In Society

The roots of human nature are sunk deep into our history and experiences. When in our own lives we are to find the basis of our human nature, we must look to our early years, the formative years. Now take for example if we placed a newborn in the wild or in a high-class, well-mannered, wealthy family. The human nature of the newborn in the wild will be exactly that, wild and chaotic. While on the other hand the newborn in the well-mannered society will be well mannered and moralistic. Human nature is defined by the values that are taught and the values that society defines, if there are no societal values, human nature is doomed and lessened to that of wolves. Society defines the values and morals for its people to live by, common values. These values affect human nature and affect the way an even slightly self-conscious person behaves. An example of one of these societal values is table manners. Society has defined over hundreds of years of history to eat accompanied by utensils. Society also has set the value and that eating with your bare hands is un-civilized. Another example of a moralistic standard is not to steal. This value is taught by our parents and members of the society, the human society. So human nature has a conscience because of social morals and values. The formation and situation of human nature is dependent on these guidelines. Some peoples human nature may be to steal, maybe to survive but most humans have this as a wrong. Most people have developed a database of right and wrong. Although without society or modern civilization, human nature is reduced to a mind-frame of everyone for themselves and to basically survive. Without civilization Human nature is the same as the instinctual behavior of any human, eat drink, and sleep. Human nature is what separates humans from monkeys. Human nature as a balance of good and evil, humans can use their brain power for good or evil. Some aspects of human nature I encounter are events such as to decide between right and wrong, cause and effect. Human nature forms its basis of teachings at an early age. If you and I are taught good and right early on then our nature will be more knowledgeable and perhaps better. General human nature is different than individual but not by much. Generally, humans are a species that thrive to better their own lives and if possible others lives also. Human Nature also inhibits the qualities of greed, ambition, pride etc. The job of humans is to conform, to an extent, to society and its standards and values. Humans control or do not present these negative or positive aspects. Individually speaking, some people are more greedy than others, some more kind. Even though human nature includes many different aspects, most civilized humans, their nature is to an extent abide by widely accepted moral values. On simple value would be to live and let live, and if possible help. A societal value I am faced with everyday is to be kind and generous or at least to be polite to other fellow human beings. We can think of human nature to follow a kind of moral code such as many religions encourage. Encompassing all, human nature is not the pursuit of humanitarianism but the pursuit of once again, control or present certain qualities of ones characteristics and do this within the guidelines of society or on a larger scale humanity. Human nature is defined by the values that are taught and the values that society defines, if there are no societal values, humans are no different than animals in the wild. Human nature has aspects including love, greed, and ambition which dogs do not. But at the crux, humans do attempt, basically, to survive. Human nature is very complex in the task of approximating individual traits but when speaking of humanity all together its nature is different than animals in that we use our unique characteristics. Humans have wants and desires and also are capable of helping others in need.

Importance of Agriculture Informative Speech Essay

Imagine a world without food. Without restaurants, grocery stores, or convenience stores. Imagine children lying in the middle of the streets because they’ve gone days, even weeks without eating anything. Imagine waking up every morning and going out to scavenge for food, because it isn’t available anywhere commercially. Imagine living without your morning coffee or your after school snack. I’d bet this is very hard for you to imagine. Almost everything that we eat or consume is all thanks to agriculture. First, we will set the table and look at the history of agriculture. Then we will dig in to the importance of agriculture. Finally, we will clean our plates and look towards agriculture’s future. We will start by setting the table and looking back at the history of agriculture. The development of the domestication of plants and animals actually began over 10,000 years ago, believe it or not. It is thought that agriculture first began during a time when there were shortages of plants and large game that would normally be found in the wild. To make up for these shortages, people began to plants crops to supply them with the food that they needed. Some people also theorize that agricultural production was driven by figures of great power, who would throw feasts to show their dominance over others. Also, as population density grew higher, so did the production of food to supply the population. The Middles Ages was a time of great agricultural improvement for Europe. Draft horses were bred to work plows and do other types of work. The scythe and plow were invented in Europe, as well as the development of crop rotation. Because of Europe’s higher population density, there was lots of extensive farming to supply the people with food. India brought the domestication of crops such as barley and wheat, as well as beginning to raise livestock such as sheep and goats. In South America, the major crop was the potato, but many types of beans were developed as well. South America also began the trend of llamas and alpacas used as livestock. The natives of early eastern North America also were known for growing many crops, such as sunflowers, tobacco, and some varieties of squash. The introduction of machinery during the industrial revolution brought with it the tractor, the combine, and many other types of farming machinery. These new tools allowed farmers to produce and harvest crops at a rate previously thought impossible. The development of railroads and other types of long distance travel have also aided the agricultural revolution in its massive growth. Now that we have looked back at the history of agriculture, we will now examine the role agriculture plays in our society, and its importance. What do you think of when you picture agriculture? Do you imagine a farmer in denim coveralls holding a pitchfork, or an old guy in a tractor going through fields? This misconception of agriculture has greatly affected its reputation in today’s society. The FFA creed begins with the words â€Å"I believe in the future of farming with a faith born of not words but deeds. † Agriculture is important because our farmers actually get things done. Agriculture is one of the oldest activities known to humankind. Without today’s farmers, we wouldn’t have food. Without agriculture, we would all be forced to scavenge for food, rather than buying it from the grocery store. But even more than food, agriculture also provides us with clothing and shelter. Wool is spun for sweaters, trees are chopped down for lumber, plants are made into medicines. Fruits and vegetables, herbs, meats, even dairy products. All of these somehow stem from the soil that covers this very earth. And unfortunately, these things aren’t just simply readily available to us. We need farmers to grow and produce them for the use of today’s society. Clearly, agriculture is a very large part of our lives. Now that we have looked back at the history of agriculture and examined its importance, we will clean our plates and look into agriculture’s future. As the world’s population continues to grow at an alarmingly fast rate, resources will most definitely become limited in the very near future. Therefore, the first duty of farmers will be to maintain and preserve those resources for generations to come. The population is expected to more than double by 2050, which is all too scary, since the earth only has limited land. There has been lots of controversy as to whether industrialization, agriculture, or wildlife preservation will take precedence. Even today farmers are still developing new technology to increase rate of crop production and the overall effectiveness of current farming methods. Today, even the youngest people are taking steps to harness agricultural opportunities. Many organizations are out there, including FFA, 4-H, and many more. FFA is a great thing, because it helps today’s students prepare for a future where agriculture will be bigger than it ever has been before. FFA also teaches high school students leadership, responsibility, and even friendship. 4-H aims even younger, with members as young as kindergarten or first grade learning the importance of agriculture early in life. Today we have set the table and looked back at the history of agriculture. Then, we dug in to the importance and impact agriculture has on today’s society. Finally, we cleaned our plates and looked forward into the future of agriculture.

Business Admin Research Information Essay

1.1 Give reasons for agreeing objectives and deadlines for researching information Agreeing objectives is essential for a team or individual to know what they are focusing on to avoid wasting resources and time. Deadlines strongly affect what you research, for example, if a deadline of one week is agreed for writing a newspaper, you wouldn’t want to include today’s news as it would be very outdated by the time of publication. 1.2 Give reasons for identifying and agreeing sources of information It’s useful to identify and agree a source to use when researching information, as a standardised method means more uniform work. All information would be in a similar format when gathered from one source, but also, there is less room for error, as the agreed upon source is likely to be accurate and widely trusted. 1.3 Explain the purpose of recording and storing information researched Storing information is essential for many reasons; these include ease of access and readability, the level of detail you are able to store, the choice to have various copies of the information in case of loss and ease of transfer. 2.1 Agree aims, objectives and deadlines for the information search Agreeing aims and objectives helps me to do my work efficiently as they give me a clear idea of what I need to find and why. Deadlines are also very important to me as our customers and our reputation are negatively affected if don’t complete work in the required time so time limits help me estimate the time I have to spend on each one, otherwise, for example, I could spend too long researching one dental practice and affect another. 2.2 Identify sources of information Information can come from numerous sources, for example, other people such as colleagues or friends, online knowledge bases such as Wikipedia or books on the subject in question 2.3 Search for and obtain data I can search for information using the sources stated in the previous criteria, then to obtain the relevant data, I sift through all on offer then write down or type up what I require. If the information is copyrighted I would need to contact the author and request permission to use the data. 2.4 Check that data is suitable for the purpose of the research To ensure the data I find is suitable for the purpose of the research, I should agree guidelines for exactly what is needed and in what format with my manager or whoever set the task. 2.5 Record the data and store it securely I record information in various formats, such as documents onto my computer, memory stick or external hard drive, and onto websites such as Google Calendar and KashFlow. The majority of the information I deal with is confidential so I have to guarantee they are kept secure. I do this by setting strong passwords that only myself and any other required individuals know, and by keeping hardware on my person or locked away. 2.6 Make a record of information sources used It’s important to record all sources I use, as I often need to refer back to previously used documents, or find other information from a particular source. All records are kept organised and secure in our lockable store room. 2.7 Meet deadlines for completing research As previously mentioned, completing research in the set deadlines is important for me to present accurate data, and keep the strong relationship we have with our clients. To ensure I meet these deadlines, I have to carefully prioritise my workload and plan in advance how to tackle it, as I get a steady stream of new site notes every week and some are far more urgent than others.

Selfe refelaction paper Essay Example | Topics and Well Written Essays - 750 words

Selfe refelaction paper - Essay Example Based on the discussions undertaken in this course, students learned that child counseling is a way of giving children the kind of assistance they need to develop in a holistic and healthy approach. It provides them guidance in properly adapting to the various life circumstances. It allows them to grow properly within a complex environment. Child counseling is no easy task because it certainly needs a special kind of knowledge and skill in attending to the needs of the kids, entering their delicate world, and connecting to them. It has been learned as well that as a child counselor, it is vital that the counselor recognizes and understands the importance of the children, and respects this importance to further comprehend the child situation of every child. The very nature of counseling—providing guidance and advices for future decision making process—makes it usually confused with psychotherapy, but counseling and psychotherapy are actually different. Psychotherapy pert ains to a wider range of providing treatment and is usually concerned in emotional issues and complexities. As the name implies, psychotherapy involves psychological methods of ascertaining the root cause of the problem and deeper understanding of the child’s emotional problems (Henderson & Thompson, 2010). Counseling, on the other hand, is the more specialized kind of treatment and assistance as it centers on a more specific circumstances. Counseling is sometimes provided as an additional assistance to patients who undergo the psychotherapy process. Unlike the psychotherapy process, counseling focuses more on the behavior pattern of the patient and is usually a short treatment. Psychotherapy, on the contrary, is a longer treatment with the client. Counseling can help children in many ways, especially in treating impacts of any abuse in the past. Through proper counseling, the sufferings of the children who have had endured an abuse—emotional, physical, sexual—i n the past can be healed. The point of counseling is definitely not to remove all the sufferings of a child, but to help that child understand and accept his or her sufferings. It is quite not possible to remove all the sufferings of a child because suffering itself is deeply rooted in a child’s system that it has already become part of the child’s life. The various circumstances that make a child suffer would always be part of his or her past and the child’s definition of who he or she really is. If counseling means removing all the sufferings, then it is like removing those parts of a child’s life that define him or her further. Hence, the pain remains in the suffering child while the suffering child is becoming a stranger to him or herself. Real counseling must not aim to remove these sufferings. Instead, real counseling must help suffering people to become aware and sensitive of their miseries to learn their own stories and rediscover themselves. In t his course, the students learned that it is very essential for a counselor to have a compassionate heart to listen to the stories of the patient. Listening is very important in the process of healing because it is not only the counselor who learns about the sufferings of people, but people themselves learn about their very own sufferings that eventually helps them understand their circumstances and accepts their present, and only then, I can effectively suggest directions to go. This course also assisted in realizing that the concept of defense

Investigation of the cardiovascular changes and cognitive effects of Research Paper

Investigation of the cardiovascular changes and cognitive effects of commercially available energy drink on student in lectures - Research Paper Example 127; Finnegan, 2003, p. 147). â€Å"Energy Drinks† which are so called because they are thought to be stimulant in nature, providing the consumers with an instant boost of energy and alertness and decreasing lethargy and sleepiness, were first introduced in the global market in the late nineties and have been gaining widespread fame ever since (Kim, 2003, p. 2). Energy Drinks are categorized as â€Å"stimulant drinks,† which have been defined by the Stimulant Drinks Committee as ‘a beverage which typically contains caffeine, taurine and vitamin(s) and may contain an energy source (e.g. carbohydrate) and/or other substance(s), marketed for the specific purpose of providing real or perceived enhanced physiological and/or performance effects (Finnegan, 2003, p. 248).’ The manufacturers of Energy Drinks claim that such drinks enhance both mental and physical functions, resulting in improved physical endurance, increased alertness and concentration, augmented re action speed and an elevated affect (Kim, 2003, p. 2; Kaminer, 2010, p. 643). Statistics reveal that the United States ranks as the largest consumer of energy drinks worldwide with an annual consumption amounting to approximately 290 million gallons (Weise, 2008 cited in Higgins et al., 2010, p. 1033). It is interesting to note that the age group in which the consumption of such drinks is the highest is between 11-35 years (Ballard et al., 2010 cited in Higgins et al., 2010, p. 1033). Such drinks are common amongst the adolescent age group, in particular, amongst students due to a variety of reasons including the perception that these drinks help to boost one’s performance especially during athletic performances and during exams, help in overcoming fatigue and sleepiness and also because such drinks have now become a fad nowdays and are widely available during parties and other social gatherings (Paddock, 2008). There are several varieties of Energy Drinks available commercia lly and amongst them, Red Bull is one of the most famous and commonly consumed Energy Drink. The key active ingredients of this drink include caffeine (approximately 32 mg/dL), taurine (approximately 400 mg/dL or 1000 mg per drink), glucuronolactone (approximately 240 mg/dL or 600mg per drink), and sugar (as an energy source) (Kim, 2003, p. 2; Ragsdale, et al., 2010, p. 1193). In addition, these drinks also contain water and small quantities of some vitamins and minerals (Ragsdale, et al., 2010, p. 1199). Amongst the active ingredients, caffeine and taurine are found to contribute most significantly towards the aforementioned positive effects. An important component of energy drinks is carbohydrates which are present in significant amounts in the form of in concentrated forms of sugars such high-fructose corn syrup or sucrose. It is a well known fact that carbohydrates are the major energy metabolites of the human body. Studies have revealed that administration of moderately concent rated solutions of carbohydrates, or amounts between 25-50 g of glucose, help in improving exercise capacity and delay the occurrence of post-exercise fatigue (Scholey & Kennedy, 2004; Higgins et al., 2010). In addition, consumption of glucose in levels similar to those present in Energy Drinks has been found to improve cognitive functions including attention and reaction times (Smit et al., 2004). On the other hand, caffiene which is the other key active component of Energy Drinks, is known to be a central nervous system stimulant.

Artificial neural network Research Paper Example | Topics and Well Written Essays - 500 words

Artificial neural network - Research Paper Example In addition, they are very helpful for solving those problems which are difficult to resolve through customary techniques, as well as often a lot of them have been tackled through neural networks, for example analysis of seismic signals, forecasting grassland community or solar radiation, control of chaotic dynamical systems, data and air quality control and categorization of remotely sensed information (Benvenuto & Marani, 2000), (Giles, 1998) and (Laudon & Laudon, 1999). This paper outlines the application of neural network to solving environmental problems. One of the major environmental difficulties and challenges that require using well-organized software tools is the forecast issues. These forecasting issues include meteorological forecast, water, soil, air, flood prediction, pollution forecast and many more. In the past, numerous techniques based on the artificial intelligence have been designed and implemented by taking into account that they are able to present additional in formed techniques that utilize domain specific information as well as offer solutions faster than the customary techniques those are based on mathematical techniques (Oprea & Matei, 2010).

How Important Film Direction is Essay Example | Topics and Well Written Essays - 500 words

How Important Film Direction is - Essay Example Use of right themes in all areas develops the right shade of emotional psychology in the actors which reflects in their acting and wins them the appreciation of millions of audiences after the film is released. The director selects the costumes for the actors keeping in view several factors that include but are not limited to the demand of the role of the actor, the situation, the context, the background, the mood, and the light effects. The director selects colors for the sets and everything contained in them (Lumet, 1996, p. 9). There are certain colors that give the scene a gloomier feel while there are other colors that lend a vibrant and flamboyant touch to the theme. Nobody but the director decides what shade of a color is appropriate since the wrong shade of a right color for a scene makes the color the most inappropriate choice. The director positions the actors and various objects in their surroundings in such a way that they interact with one another and are meaningfully in cluded in the video. The importance of a director can be estimated from the fact that it is fundamentally the director who makes a film different from a book, and lends the film its own unique individuality. There have always been books for the stories, but the idea of converting a story into a film fundamentally emerges from the direction, as all it takes to make a video falls into the domain of a director’s responsibilities. One of the prime responsibilities of a director is to remove any ambiguities which may arise between the producer and the actors along the way. â€Å"It is the director’s job to mediate any concerns the actor has about the writing or the writer has about the acting† (Weston, 1996, p. 119). The director is like the sailor of the ship. It depends, to a large extent, upon the capability of the director whether the ship will make it to the destination or sink on its way to the destination.  Ã‚  

Fireworks combine art and science. Discuss the chemistry behind Essay - 1

Fireworks combine art and science. Discuss the chemistry behind firework colors, including the mechanisms of color production - Essay Example 111). The production of basic firework entails one to have four chemical agents essential in the formation of the entire complex reaction. These reagents or requirements include reducing agents, oxidizers, binders, coloring agents and regulators whereby the latter undertakes the role of controlling heat (Ochiai, 2011). Binders in the production of fireworks ensure each reagent is in its place for various chemical reactions to take place as necessitated, hence produce the required color displays. Oxidizers in this reaction serve the purpose of availing the required oxygen essential for the combustion process (Ochiai, 2011). These oxidizing agents include nitrates, chlorates and perchlorates (Ochiai, 2011). However, their extent of releasing respective oxygen atoms varies greatly during the entire and complex reaction process. Key oxidation reactions resulting from these processes include, Upon the release of O2 in the atmosphere, it encounters with S and C, which act as reducing agents producing their respective gaseous oxides as well as heat. Produced heat in this case increases explosive power of the entire combustion process. Color production during fireworks comprises of two mechanisms, which are Incandescence and Luminescence (Helmenstine, n.d). In the initial mechanism, it refers to a light produced by heat changing into varied colors based on different temperatures that increase with heating. Successive colors produced by this light include infrared, red, orange, yellow and finally white though under effective regulation one can attain his or her distinct color (Helmenstine, n.d). In addition, one can utilize selected metal elements to increase the brightness of a firework, for instance AL, Ti and Mg commonly known to burn brightly at high temperatures (Helmenstine, n.d). Conversely, Luminescence refers to a light produced by external sources mostly

Abdulrahman Zeitoun and The Hero with a Thousand Faces Essay

Abdulrahman Zeitoun and The Hero with a Thousand Faces - Essay Example He has specified three main criteria pertaining to the Hero’s adventures. Then, the paper takes the experiences of Abdulrahman Zeitoun, a Syrian American and evaluates his actions on the basis of Campbell’s criteria. Zeitoun’s actions have transformed him into a modern-day heroic figure whose case can serve as an example to inspire people around the world on how to emerge unscathed and victorious from adversity. Joseph Campbell in his book The Hero with a Thousand Faces has tried to unravel some of the mysteries surrounding religious and mythological figures with the help of examples. The mythological texts have glorified personalities who have displayed courage to undertake superhuman deeds. In the first stage, the Hero ventures from the ordinary world to a supernatural realm. During the course of his journey, he encounters great forces and ultimately prevails upon them. Finally, he returns to his land with special powers which he then imparts to his fellow men. Therefore, the adventure path of the hero usually passes through three different stages: separation, initiation and return. In ancient mythology, whoever desired to embark on a journey of life and explore the way was encouraged to carry on: â€Å"Whosoever desires to explore the Way – Let them set out- for what more is there to say – â€Å" (Campbell 23) This idea conveys that embarking on the journey of life helps man to discover his inner self. He realizes the true identity of his soul and learns about the mission that he has been sent to accomplish. The idea about the completeness of life is unraveled to him. The journey of life is embodied on the concept of a continuous endeavor to move forward without stopping to think and procrastinate. This resembles the journey of the Hero in his quest for glory. The mythological accounts of the heroic achievements of men have served as an inspiration to the future generations of civilization. (Campbell xxiv). In his book, C ampbell describes vividly each of the three stages in a typical adventurous journey of the Hero. He illustrates his description with suitable cases from ancient religion and mythology. The first stage of the Hero’s Departure or Separation from the ordinary world begins with the Hero receiving Supernatural’s Call to Adventure. Though he turns down the Call at first, the Hero receives the assurance of Supernatural assistance. Thus he ventures on his journey and begins to cross the thresholds of his course. The second stage elaborates on the Hero’s â€Å"Initiation† to the Supernatural World. His journey to this ethereal world is filled with numerous trials and tribulations, but he emerges victorious with the help of his extra powers. As a reward, the Hero has the good fortune of meeting the Goddess. However, his experiences in this world are not free from temptations and in some cases, the Hero is compelled to submit to these provocations. Inspite of this, The Holy Father gives him a chance of atonement and the Hero is washed of his sins. The Hero is thus elevated to a divine status and receives supreme powers as a mark of his divinity. The final stage describes the Hero’s â€Å"Return† from the ethereal realm to the common world. The Hero is transported back to his own ordinary world through a magic flight. He overcomes the â€Å"Return Threshold† and reaches his native place. Endowed with supernatural powers, the Hero now becomes the Master of both the ordinary and the ethereal world. (Campbell 45-221) David Egger’s book Zeitoun is a non-fictional work regarding the Zietoun family in New Orleans. It is a true account of the deeds of Abdulrahman Zeitoun, a Syrian-American, when his family encountered the Hurricane storm Katrina and the events that followed thereafter. It is a challenge to

The Political System of Mexico and United States Research Paper - 1

The Political System of Mexico and United States - Research Paper Example This paper tells that over the years, Canada has adopted a different type of government in contrast to that of the United States. Since it gained independence from Great Britain, America has chosen the federal presidential form. Canada has long been federal parliamentary. Mexico, on the other hand, seems to base its government structure with America. The United Mexican States (commonly known as Mexico) has no royal families, unlike Canada. Mexico appears to have a very similar political system with the United States due to the following factors: (1) presidential system (2) three autonomous branches (executive, legislative and judiciary) with checks and balances (3) federalism with a good amount of local autonomy. Notably, despite their sameness in a political system, America and Mexico do not have the same economic status. Like Canada, the United States is one of the developed and industrialized countries of the world whereas Mexico belongs to the developing nations. In lieu of that fact, this research paper will explore the respective political system of Mexico and the United States. This will be followed by a brief analysis of their similarities. In the end, an assessment shall be provided on whether or not their similar political structure is the reason for their economic disparity. Rogelio Hernandez-Rodriguez described the Mexican government as authoritative and the most successful to maintain a system which is dominated by one party. The PRI or the Institutional Revolutionary Party has long been controlling Mexican politics. This political party has ruled Mexico for almost seventy-one years. Majority of the elected government officials of Mexico are affiliated with PRI. The authoritative nature of the Mexican government is attributed to this fact. Nevertheless, despite the hegemony of PRI, Mexico has been politically stable. The other political parties have done nothing bad for the government. It has been stressed that the country’s single party and presidential type of government are the major elements of its effective institutional structure.

Identify a unifying theme using three short stories from the selection Term Paper - 1

Identify a unifying theme using three short stories from the selection of short stories - Term Paper Example The conflict is too much that it forces the Sister to move from the house to the post office (Negri 96-103). â€Å"The Blood-Burning Moon,† is a story authored by Jean Toomer. Revolve around Louisa who has two lovers; Tom Burwell and Bob Stone. Tom Burwell is a black while Bob Stone is a white. Bob has more time with Louisa, while Tom has less time since he spends more time in the fields. Both lovers have not been able to express their feelings to Louisa. In this story, a black woman is viewed as a sex object. In addition there is strong racism theme that tries to show the conflict between the blacks and the whites. The story is a tragic love story because it ends up with Tom being lynched by the mob (Negri 262-274). â€Å"The Life You Save May Be Your Own,† is a story written by Flannery O’Connor. The story has three main characters; Shiftlet, Lucynell and her deaf and dumb daughter Lucynell. All the characters believe that they can have a symbiotic relationship, where one can benefit from the other. Shiftlet is a 26-year old young man who has never settled in life. The young man arrives at the Lucynell’s farm as a carpenter and he is interested in Lucynell’s motor car. On the other hand, Lucynell sees a husband for his deaf and dumb daughter. Later after Lucynell supports Shiftlet in the wedding plans, Mr. Shiftlet is not interested in Lucynell’s union (Negri 455-464). In this paper I want to focus on three short stories and identify the unifying theme in the three stories, â€Å"The Life You Save May Be Your Own,†, â€Å"The Blood-Burning Moon’† and â€Å"Why I Live at the P.O., â€Å". I also seek to identify some literary devices that are common in all the three stories. The stories have many unifying themes but one of the most outstanding theme in all the three stories is the love, romance and friendship theme. Though the three stories have different ending, the three stories

The bank of America Essay Example for Free

The bank of America Essay The bank of America is an institution that offers financial services. It is the largest bank in term of holding institution as far as assets is concerned in the nation. In terms of market capitalization, this bank is the second largest in United States. The four functions of management in this bank which include planning, organizing, controlling and leading in this bank are affected by both external and internal factors in the business environment. The external factors that may be known to affect the management functions of the bank in its business environment include political, sociological, as well as economical factors (Thomas, 2007). The sociological factors include demographic trends and status, personal values and work ethics as well as the general cultures. These factors affect the bank differently especially to the management in defining their ways of accomplishing their work. Since this bank has spread its wings in several countries and opened new branches, the central management of this bank has to understand the unique business environment in these countries to ensure they are competent and thus maximize their profitability (Thomas, 2007). Understanding of these factors helps the management in planning the future of the bank as well as designing services for certain group of the people. Political and economic factors include all the factors necessary such as the competitors as well as the customers. The management of the bank must also study and understand about the political and economic environment in order to have a dynamic and continual relationship (Green, 2003). By studying the bank’s customers, competitors and even the political factors, the management is capable of making effective decisions which can result to high performance of the bank. Internal factors that may affect the bank in its business environment consists organizational resources that are available for the bank to accomplish its objectives. These include the human, physical and financial resources. The role of the management is acquiring and using these resources in the bank effectively and efficiently (Green, 2003). The management in each branch has to compete with other branches or competitors continuously. Since organizational resources are scarce, success of the management depends on utilization of these resources. Globalization is known to be a very important aspect for any business operating in the world market (Kershner, 1990). A company like the bank of America has to be globalized in order to have growth, survival and success in world market. Bank of America demands market in several other parts of the world such as in china, New Delhi, Bangalore among others. This has made this bank to have a big deal of profitability and success. For example, bank of America in the ending fiscal year of 2006 reported an increase in its net profit by 80 percent (Thomas, 2007). The global networking of the Bank of America allows it to have new ideas and plans in order to capture international market. Technology has much dramatic effect and can affect the management of a bank at any time since the changes in business environment can be felt quickly in the firm. As technology can change suddenly, the management has to be in position that can make decisions which can put the bank in flexible position to enable it adapt to changes of technology as it occurs (Hull, Seelig, Showinsky, 1996). Computerization has changed the banking system completely since many bank customers nowadays use credit cards as well as plastic money. Most customers of the bank of America can now deposit their money as well as withdraw in any part of the world. They can even pay their bills as well as open accounts for the new customers through the internet. Accessing account transaction does not need one to physically go to the bank but can now be done through the internet. Technology advancement has contributed to all this which has simplified the whole process of banking.

Relationship Between Childhood Well-being and Poverty

Relationship Between Childhood Well-being and Poverty Introduction This paper explores the relationship between childhood well-being and poverty. Using structural equation modelling a multidimensional picture of child well-being is developed which is linked to previous work on multidimensional poverty indicators at household level (Tomlinson et al. forthcoming). Following a brief literature review of childhood poverty and well-being research, there follows an analysis of several waves of the British Household Panel Study – a valuable source of data collected directly from children as well as adults in the same households. The paper attempts to map the experience of poverty at household level and relate it to the child’s well-being. Rather than seeing poverty as a facet of child well-being, as other researchers often do, this work conceptually distinguishes between the two and shows how they are linked. Following the literature review various structural equation models are estimated that measure different dimensions of child well-being. These dimensions are then related to other aspects of the child’s life including the experience of poverty, age and gender, household composition, income, parental education and employment status. The effects of poverty are broken down into more detailed dimensions and the relative impact of each dimension is discussed. Finally, the models are used to inform targeting strategies with respect to child welfare policy. Crucially the differential impact of various potential policy instruments is assessed through the models. Mainstream child poverty research Since New Labour took office and pledged to eliminate child poverty by 2020 a myriad of policy changes and political statements has been issued to address the problems associated with poverty and deprivation during childhood. Indeed the costs of child poverty and its immediate and future effects are becoming increasingly alarming. For instance, recent research has found that poor children are more likely to get into trouble inside and outside school and more likely to be involved in drug abuse (ONS 2002). The direct costs of this are estimated to be considerable. For example:  £6000 for a 6 month non-custodial sentence  £21000 for a custodial sentence of 6 months Cost of attending pupil referral unit:  £10000/year Drug programmes cost on average  £15000/person over a 4 year period (Source: Godfrey et al. 2004) Much of the literature relating to child poverty in the UK has focussed around two areas: first the identification of households where risk is greatest and second, the so-called ‘scarring’ of children and the transmission of disadvantage into adulthood. With respect to the former it is now well known that poor children in particular are more likely to come from the following types of household: Workless households Benefit dependent households Lone parent families Low income households Families with younger children are more likely to be poor Large families Ethnic minority households Those in rented accommodation See, for example, Hirsch (2006a), Lloyd (2006). In addition Bradshaw (2006a) has extensive breakdowns of poverty rates for different social groups with children; Platt (2007) has an analysis of ethnicity, employment and child poverty; large families are extensively discussed in Iavacou and Berthoud (2006) and so on. In other words it is no longer an issue of identifying which types of environment – from a household perspective – are important, but rather moving towards a measurement model that can assess the impacts of the various dimensions associated with poverty on the child and its well-being. This is the approach taken in this paper. With respect to the second set of literature on scarring and transmission, the impact of poverty on a child’s future life-chances has also been extensively researched. Moreover, these impacts appear to have increased as child poverty increased during the 1980s and 1990s (Fahmy, 2006). Gregg and Wadsworth (2001) have noted the increased polarisation of working versus non-working households and the effects that this has had on poverty rates. That is the growth of dual-earner versus no-earner households. Using cohort studies such as the British Cohort Study (BCS) and National Child Development Study (NCDS), a series of papers has shown that low income in childhood leads to poor educational attainment in later life. For example, see Blanden and Gregg (2004) which also provides a useful review of the US literature on this topic. Gregg and Machin (2000) and Glennester (1995) come to similar conclusions. Fahmy has also reviewed the literature with respect to youth poverty (youth being defined as being aged 16-25). The consequences of poverty identified for this group, referred to as ‘hazardous transitions’ into adulthood, include: A high probability of becoming a ‘NEET’ (not in employment, education or training – see Istance et al 1994 for an earlier study) A bad career track (Craine 1997) A reduced level of citizenship and civic participation (Dean 1997) A higher risk of homelessness (Smith 1999, see also Flouri and Buchanan, 2004) Stewart has also documented various consequences of child poverty in later life. Adding low self-esteem, low expectations, reduced educational attainment, benefit dependency and poor labour market outcomes to the list. See Stewart, (2005) and also Hobcraft (1998) and Ermisch et al. (2001). While all this work is very convincing and commendable there is relatively little literature relating child poverty in the here and now and its immediate impact on the life and environment of the child. It is almost as if this were less important than the future costs. However, there is also a growing interest in the current well-being of children and its measurement. Early literature on this is extensively reviewed in Pollard and Lee (2002). This covers definitions of well-being, the indicators developed and instruments used in the measurement process. Moreover, two recent special issues of Social Indicators Research (SIR, 2007a, 2007b) have already been devoted exclusively to the topic (and a third issue is on the way). Interestingly, one strand of this work relates to human rights which shows the level of importance now being attached to these issues. Bradshaw et al. (2007) discuss concepts of well-being which are predicated on the UN convention on the rights of the child (UNCRC). Essentially this accepts the multi-dimensional nature of well-being from at least four perspectives: first that it is non-discriminatory, second that it is in the best interests of the child, third that it relates to the child’s survival and development, and fourth that it respects the views of the child (Bradshaw et al 2007: 134). The link to poverty and deprivation is sometimes made explicit in this literature: for example, ‘child well-being and deprivation represent different sides of the same coin’, Bradshaw et al. (2007). On the other hand, US, and very recent British, research shows well-being to be related to, but not the same as childhood poverty (Land et al., 2006; Bradshaw and Mayhew, 2005) for reasons that are not well-understood, but which probably include protective behaviour by parents (e.g., Flouri, 2004) and individual resilience (e.g., Masten and Coatsworth, 1998, Masten, 2001). Thus there is confusion about the relationship between well-being and poverty. Sometimes poverty is cited as a specific dimension of well-being, and sometimes as a separate concept entirely. For example, Bradshaw et al. (2007) have developed an eightfold classification of child well-being and generated one composite summary indicator from internationally comparable data. The eight dimensions being: Material well-being Housing Health Subjective well-being Education Relationships Civic participation Risk and safety These are measured by standardised scores which are added together to form the individual indices and an overall summary index which is then used for international comparison. There is then no accepted or uncontroversial measure of child well-being. The general thrust of the debate is that child well-being must be measured along several dimensions and poverty (or particular dimensions of poverty such as material deprivation) is sometimes included and sometimes not. The approach taken in this paper is somewhat different in that the two concepts are kept completely distinct as explained in more detail below. The measurement of poverty and well-being The approach here uses two sets of measures reflecting two aspects of the situation of children living in British households. First of all we measure poverty at the household level using structural equation models. This is done along several dimensions using data from the British Household Panel Study (BHPS) and is discussed in Tomlinson et al. (forthcoming). The dimensions are: financial strain, material deprivation, the environment, psycho-social strain, civic participation and social isolation. These are combined into an overall weighted index referred to as the Poverty Index (PI). Second we use structural equation models to measure various dimensions of childhood well-being. We are restricted in the questions that are asked and cannot include all the dimensions listed by Bradshaw et al. (2007). However, we measure four different aspects of child well-being including ‘home life’ which relates to family relationships and parental control (similar to Bradshaw’s ‘relationships’ dimension), ‘educational orientation’ (again similar to Bradshaw et al.), ‘anxiety’ (based in part on Bradshaw’s subjective well-being indicator) and ‘delinquency’ (which also relates to risk and safety). However, a crucial difference with our approach is that we treat dimensions such as material well-being and housing as aspects of household level poverty rather than childhood well-being. Thus we keep poverty and well-being conceptually distinct and analyse the relations between the two. It is the association between these four measures of child well-being and the numerous measures of poverty already developed that is the ultimate focus of the paper. In summation we take a multidimensional approach to both well-being and poverty and we examine the correlates of poverty with a child’s current well-being. In this way we can assess the impacts of poverty on the child’s immediate social environment and state of mind rather than what the future might hold. Models which can link together different aspects of poverty with various aspects of children’s livelihoods will assist in developing strategies to alleviate some of these problems. In other words we identify which aspects of poverty have the most serious impacts on the child (and hence will probably affect their future life chances to the greatest extent). Using structural equation models (SEM) There are now many academics using more advanced statistical techniques to measure poverty from a multi-dimensional perspective (e.g., Jenkins and Cappellari, 2007, Tomlinson et al., forthcoming, Whelan et al. 2007a, 2007b). These techniques, such as item response theory, structural equation modelling and latent class analysis, can be used not only to analyse which families with children are actually in poverty, but also which particular aspects of this poverty are more intense (such as bad housing, material deprivation, financial strain and so on). This is the approach taken in this paper with respect to the measurement of poverty and the measurement of child well-being the two being linked together within a coherent methodological framework and then related specifically to policy and policy targeting. Like the more traditional method of factor analysis, a SEM reduces a large number of observed variables to a smaller number of factors. However, in a SEM the variables are conceptualised as observed manifestations of an underlying or ‘latent’ dimension. Each observed variable in a SEM also has an error term associated with it, allowing measurement error to be isolated and controlled for in a way that is impossible with factor analysis. But, most importantly, a SEM requires a strong theoretical justification before the model is specified. Thus the researcher decides which variables are to be associated with which latent unobserved factors in advance. There are two fundamental types of SEM used to measure or test the validity of latent concepts – first and second order confirmatory factor analysis models (CFAs). We use first order CFAs below to measure child well-being. A first order CFA simply attempts to measure preordained underlying latent concepts. The left side of figure 1 shows a simple CFA which has two latent unobserved variables: L1, material deprivation; and L2, financial strain. L1 is measured by the observed variables V1 to V4 and L2 is measured by variables V5 to V7. The single headed arrows represent coefficients or loadings in the model and are usually shown in standardised form much like beta coefficients in regression analysis. The covariance between material deprivation (L1) and financial strain (L2) is represented by the double headed arrow. The associated error terms are shown as the circles labelled e1 to e7. Using statistical techniques such as maximum likelihood estimation and making assumptions abou t the distributions of the variables and error terms in the model, the coefficients and covariances can be estimated. In all SEMs a variety of fit statistics is available to assess the validity of the models constructed (see Klein, 2005, Byrne, 2001). Usually it is assumed that the observed variables in the model are continuous and that the distribution of the variables is multivariate normal. More recently available software is beginning to allow the explicit modelling of categorical, binary and censored variables (such as MPlus which is used in this study). Models of this kind can be made as complex as necessary to describe real-world situations and employ many latent variables and various interactions between them. Covariates or controls can also be applied to the overall measurement models to assess differences between groups or to assess the impact of a particular variable on the latent concepts under consideration. Furthermore, scores can be generated for the unobserved latent variables. These scores are analogous to the factor scores obtained using factor analysis. The BHPS and the measurement of childhood well-being The analysis that follows utilizes data from the British Household Panel Study (BHPS) and follows the methods discussed in Tomlinson et al. (forthcoming). The BHPS commenced in 1991 with an initial sample of around 10,000 individuals resident in some 5,000 households. These individuals have subsequently been re-interviewed each year and the sample has also been extended to include more households from Scotland and Wales and to embrace Northern Ireland (although Northern Ireland is excluded from this analysis). The data can be weighted to provide an accurate picture of life in Great Britain at different points in time. The analysis here covers the period 1997, 1999 and 2001 (i.e. BHPS waves 7, 9 and 11) and draws on information concerning the following topics for the measurement of poverty: income, finances and benefits; stress; material deprivation; general housing and neighbourhood characteristics and social exclusion and civic participation. The level of poverty at household level is measured by the responses given by the head of household and calculated as detailed in Tomlinson et al. (forthcoming). Each individual dimension of poverty as well as an overall score (the Poverty Index) is computed via a SEM for each household with children. Households with heads under 18 years of age or over 64 years of age are excluded from the sample analysed to calculate poverty scores. We also use a unique data resource available within the BHPS and consistently applied across the three waves. Children aged between 11 and 15 within these households were also asked to complete a separate questionnaire which forms the basis for the measurement models of child well-being. Questions included relate to home life, schooling, anxiety and psychological aspects of life, social isolation and delinquent behaviour. Estimating a structural equation model of childhood well-being As with the measurement of our multi-dimensional poverty index we attempted to create measures of multidimensional childhood well-being using 1st order CFAs based on the responses given by the 11 to 15 year olds in the BHPS panel for the years 1997, 1999 and 2001. The models have been estimated separately for all three waves. Questions change significantly in other available waves and these waves have not been included in the present analysis. The four dimensions of well-being are estimated using the following variables (which are all measured as ordinal scales except the variable relating to suspension from school which is binary): 1. Home life is a measure of the children’s relations to their parents and family and how much control the parents have over them: How much children talk to their parents How much control parents exercise over TV How much the family share meals together 2. Educational orientation is a measure of how well the child is doing at school and their attitudes to teachers and so on: How much the child likes his/her teachers Whether the teachers ‘get at me’ General feelings about school Whether the child is doing well at school 3. Anxiety is a measure of the child’s psychological health and feeling of self-worth Whether the child feels unhappy Whether the child has lost sleep How useless the child feels How much of a failure the child feels Whether the child feels no good The extent to which the child feels lonely The extent to which the child is left out of activities 4. Delinquency is an attempt to measure aspects of criminal tendencies or anti-social behaviour: Whether the child has ever been suspended from school How often the child plays truant How much experience the child has with smoking cigarettes Whether the child vandalises property Whether the child has friends that use illegal drugs (there is no direct question about the respondent’s own drug use) A first order confirmatory factor analysis model was estimated to measure the four dimensions (see figure 2 for an example from wave 11) and further models developed with controls for gender and age of the child and the overall Poverty Index of the head of household. We attempted this with each of the three waves of the BHPS, but all three models gave similar results and good fit indices. The model estimation was done using MPlus 4 with the observed variables being treated as ordinal rather than continuous where appropriate. Results and discussion of the basic model The first order models produce a good fit to the data (see Table 1) and the coefficients on the observed variables are all in the expected direction and all statistically significant at the 1% level. Some error terms were allowed to co-vary as illustrated in the figure based on very high modification indices in the initial modelling attempts. Examining the latent constructs themselves and the correlations between them reveals the relationships between the various dimensions of well-being. That is educational orientation is strongly associated with parental influence and negatively associated with anxiety and delinquency. Delinquency is also positively associated with anxiety etc. (Table 1). Table 1Fit statistics and correlations for the simple models (wave 11) Fit statistics: (N=1201) Without controlsWith controls Chi-square 426.959 (79 d.f.)639.104 (130 d.f.) CFI0.9370.902 TLI0.9550.921 RMSEA0.0570.057 Correlations between latent variables in controlled model (all significant at 1%):   Home life Educational Orientation Anxiety Educational Orientation +.54 Anxiety -.18 -.36 Delinquency –.63 -.54 +.22 The controlling variables are also salient. Girls are more anxious than boys, but have better educational orientation and relations with their parents. There is no significant difference between girls and boys with respect to delinquency. The age controls show that home life diminishes with age, while delinquency increases. Children of 11 and 12 also have stronger educational orientation than their older peers. However, the most striking result is that poverty (measured by our composite multidimensional index) has a highly significant and detrimental effect on all four of the well-being dimensions. That is it contributes to anxiety and delinquency and detracts from educational orientation and home life. Thus we can show that poverty has a serious debilitating effect on child well-being in the here and now. The relative importance of poverty for each dimension of well-being is also evident. The strongest effect appears to be on home life (–0.22) followed by educational orientat ion (–0.13). The impact on anxiety and delinquency is less strong (both at 0.10), but still highly significant. Thus we can show that the overall impact of the experience of poverty appears to affect home life and education the most while still having an effect on anxiety and anti-social behaviour. However, one of the issues we wish to deal with (not least from a policy targeting perspective) is to see which sub-dimensions of poverty are the most salient with respect to child well-being. For example, as we have measured poverty in a multidimensional way, which particular dimensions have the biggest impact? In our previous measurement work we developed several indicators of multidimensional poverty. Namely the poverty index is a weighted summation of several sub-indices: financial strain based on bad finances and missed housing payments material deprivation based on the levels of material possessions in the household and whether the household could afford to do certain things the environment which is based on a combination of housing and neighbourhood characteristics social isolation based on lack of social support civic participation based on participation in civic life psycho-social strain based on stress, mental health and anxiety The most desirable way to test the effects of the various dimensions on well-being would be to include them all as covariates in a measurement model similar to that shown in figure 2. However, because the various dimensions of poverty are highly correlated with each other this presents problems for the estimation (that is there is a multicollinearity issue). Rather than attempt to do this, individual models have been estimated with each sub-dimension of poverty included by itself in place of the overall poverty index in a similar fashion to the model in Figure 2. The relative sizes and significance of the coefficients relating to the individual sub-dimensions of poverty will allow an assessment to be made as to which elements of poverty are the most serious with respect to the child’s welfare. The results are summarised in figure 3 (this is a diagrammatic summary of results from wave 11 (2001) and shows only the significant effects). The results show that different aspects of poverty have different effects on the various aspects of well-being. For example, the financial dimension affects all the aspects of well-being whereas material deprivation only affects two (being detrimental to home life and increasing delinquency). A poor environment in terms of bad housing or neighbourhood results in reduced quality of home life, increased anxiety and delinquency. By using these results it becomes clear that policy aimed at poverty reduction could in principle be targeted in particular ways that would have different benefits as far as the diverse dimensions of child well-being are concerned. Improving the environment of children – both within and outside the household – may well have a greater overall impact on well-being than improving material deprivation. On the other hand if educational performance is the main criterion then financial strain, and civic participation of the household become the key areas. If home life is seen to be the main issue then finance, material deprivation, the stress of the parents, the environment and civic participation would be the key foci. This policy dimension is returned to below. It is also interesting to note that social isolation (a measure of social exclusion) of the head of household has no bearing on the four well-being indicators. However, there are also other controlling factors that can be incorporated in the models determining child well-being besides poverty, age and gender. Using the structural equation framework with covariates allows several alternative model specifications to take into account different offsetting factors with respect to child welfare. There is already evidence from the UK that certain situations in childhood can ‘buck the trend’ in reducing the negative outcomes of child poverty. For example, Blanden (2006) has shown that parental interest (mainly the father for boys and the mother for girls) has a positive impact on adult educational outcomes. She also shows that higher educational attainment early in the child’s life has a positive impact later on as does the school’s characteristics and the social mix of the child’s school. So research has shown that there may be mediating effects (such as parenting or living in a good neighbourhood) that offset the deleterious impact of poverty and deprivation. For example, McCulloch and Joshi (2001) found using the National Child Development Survey that although poverty and living in disadvantaged neighbourhoods does correlate with lower test scores at school, the family environment and family support can offset this effect. In the US the extensive work of Aber and his colleagues has also shown that there are negative effects on child specific outcomes from poverty and material hardship and that cognitive and emotional outcomes are affected by low income and material hardship (e.g., Gershoff et al, n.d.), but that this is mediated by parental characteristics. With this idea of mediation in mind several alternative models have thus been estimated to take account of the following factors which are included as further controls in the models: Household composition (such as the presence of other children and single versus multiple adult households) Educational attainment of the household head Employment status of the head of household Income rather than multidimensional poverty indices The household composition model will enable an assessment of family relations and its impact on well-being. The education model will assess the impact of parental human capital irrespective of other considerations. While the employment and income models can be usefully compared with the Poverty Index model (in other words can income or employment status merely substitute for poverty)? These results are summarised in table 3 for wave 11 (2001). The models were essentially the same as shown in figure 2, but without including the Poverty Index as a control which confounded the income and employment status models (again because of multicollinearity). Household composition was tested by including a variable indicating whether the household was a single adult household (versus other types) and dummy variables representing the number of children in different age categories. The results show clearly the influence of adults is significant when it comes to home life and delinquency (whereas being a single adult household has no effect on anxiety or educational orientation). Single parent households are therefore at a possible disadvantage when it comes to controlling their children. Even when a control for income is included in this model in an attempt to separate out the impact of low income from single parenthood the single adult variable is still significant in the same way. The presence of other children or siblings appears to have no impact on the child respondent’s well-being. Education of the head of household also has an impact on home life and educational orientation of the child, but only where the household head is educated to a higher educational level (that is degree level). The models for employment status included variables for self-employed status, unemployed and non-employed (i.e. not working and not actively looking for a job). Clearly the household head not having a job has an effect on the child’s well-being (although this is also correlated with the Poverty Index). In the case of being non-employed (which includes housewives, the disabled, and other economically inactive people) this has an impact on all four well-being dimensions to the detriment of the child whereas being unemployed only affects home life and delinquency. Self-employment has no effect. One possible explanation for the difference between unemployed and non-employed effects might be a reflection of the impact of long-term poverty and deprivation on children. That is t hose household heads that are not economically active for one reason or another and classed as non-employed rather than unemployed may well suffer from longer periods of chronic financial hardship, whereas the unemployed may be intermittently working and thus have experienced periods where they were no longer poor. Table 3Effects of various controls on the basic well-being model with various controls in addition to age and gender of the child (wave 11). Significance level is 1%. Standardised coefficients shown.

Those Backwards Neo-Classicalists :: Neo-Classicalism Capitalism Capitalist Essays

Those Backwards Neo-Classicalists One of the principal themes of our class was that Neo-Classicalism is wrong, not only wrong but backward. It seemed that everywhere we turned we found one example after another that supported this conclusion. In a nutshell Neo-Classicalists believe that Capitalism is completely fair and that in a Capitalist system one can never be cheated. This erroneous theory extends even into the environment and pollution. The movie "Erin Brockovich" does a wonderful job of illustrating just how wrong the Neo-Classicalists are when it comes to this particular subject. Just what is the Neo-classical belief about the environment and pollution? Interestingly enough they do admit that companies pollute, they also admit that pollution should not be left untended. Both of these admissions are actually surprising and somewhat contradictory to what one might expect from the Neo-Classicalist, unfortunately this is as far as the surprise goes. In typical Neo-classical style the theory is that if pollution is really a problem the market will bear this out and then resolve it. The belief is that the citizens will recognize that it is in the interest of the common good to stop pollution, and the response will be a non-political way of alleviating or stopping the problem. I emphasize that the solution will be a non-political one because it appears that politics and Neo-classicalism are enemies. Neo-Classicalists believe that Government should never get involved in economic problems. They feel that if the government would just stay out of it all problems would s olve themselves through neo-classicalism. In other words Government is just this terrible thing that imposes itself and mucks the whole system up! The ideal of Neo-classicalism is that the pollution problem will give rise to a market that will meet the demand for a clean environment. Which brings me to another principal of Neo-Classicalism with which I have a problem; all things should be paid for. The all-popular Brita water purifier and the increasingly popular oxygen bars are prime examples of this ideal. Although you may be able to make an argument for this principal when it comes to goods and services it seems ludicrous when you apply it to the environment. You want clean air? Pay for an oxygen bar! You want clean water? Buy yourself a water purifier! Clean air and water should be things that all humans have a right to without having to pay for them.

Legend that College Roommates Death Boosts GPA Essay -- Urban Legends

Dead Man's Curve--College Roommate's Death Boosts GPA Introduction and Background The legend I collected was one that I had heard before, although this version differed a little from the way I remember it. The storyteller was a 19 year-old male first year student at the University. He’s from Columbia, and his dad works in business while his mother is a homemaker. The telling of this story took place at the diner after we had finished eating: Well, my brother told me one his first summer back from attending University. He had heard the story one late night just before finals were supposed to begin. He was with a small group of friends and he had told him that he was worried about his grades. That was when a friend joked, â€Å"Well, if you’re desperate, you could kill your roommate.† The friend then elaborated that if his roommate died he magically would receive straight A’s for that semester. Context I had first heard of this legend when I saw movie on television called â€Å"Dead Man on Campus.† The film originally came out in the fall of 1998, but I had not seen it until 2003. I asked my subject if he had seen or heard of the movie. He told me that he had not. Although this legend may at first appear to be fairly straightforward, my research has shown that this legend exists in several forms. In the film version that I known, after hearing about a campus policy that gives a 4.0 to anyone if their roommate commits suicide, two freshman try to find a third roommate who is suicidal and push him over the edge. There are differences between the story I am familiar with and the story that was told to me by my subject. In my version, the death had to be a suicide while in my subject’s version any... .... The Vanishing Hitchhiker: American Urban Legends & Their Meanings. New York: W.W. Norton, 1981. Butcher, James N. "Assessment in Clinical Psychology: A Perspective on the Past, Present Challenges, and Future Prospects." Clinical Psychology: Science and Practice 13(3)(2006): 205-209. IMDb. 2007. The Internet Movie Database. 1 April 2007. http://www.imdb.com/. Mikkelson , Barbara. "Urban Legends Reference Pages: Grade Expectations." Urban Legends Reference Pages. 03 Mar 2007. Retrieved on 1 April 2007. http://www.snopes.com/college/admin/suicide.asp. Mortenson, Tom . "Suicide Among 15 to 24 Year Olds by Gender 1940 to 1998." Postsecondary Education OPPORTUNITY Number 132Jun 2003 01 April 2007. http://www.postsecondary.org/archives/previous/117302SUICIDE.pdf. Reisberg, Leo. "Hollywood Discovers an Apocryphal Legend." Chronicle of Higher Education (1998).

Inclusion or Exclusion in The Crucible Essay -- Essay on The Crucible

Much of The Crucible by Arthur Miller was about being part of a group. What is it to belong to a group? Is it really that simple when someone says, "Either you're with us or you're not"? Yes, it is that simple. Belonging and exclusion in any situation are two sides of the same coin - you can't have one without the other. In any organization or group, people are bound together by a community of interest, purpose or function and if you do not believe in these same things, then you are not a part of that group. In an organization or group, you have to ask yourself, "What is it to be a part of this particular group, what does it take to belong?" It takes following the rules of the group, agreeing with their purpose, obeying their authorities and the ability to go the length for their cause. In The Crucible, if the characters did not abide as part of the group, the Christian Church, then the consequences were fatal. The Crucible told of what is was to be a scapegoat i n their society and what it took to defend themselves from becoming that scapegoat. To remind people in an organization why they belong takes continued focus on a common goal or common belief. By having one main function, a group is generally more effective than if everyone has different ideas and outlooks on specific topics. However, to keep everyone on the same page, the members of a group need to accurately know where they stand in reference to their goal. One way to do this is through social facilitation. This is the concern of self image through the presence of other people. It's a concept that allows members to know the acceptable opinions of the group. Someone who agrees to the ideas set out from the organization. "Group polarization is the concept of changing personal opinions to extremities after a group discussion.(Johnson 13)" This concept eliminates members who aren't sure what they think of the group's purpose. They decide that either they agree completely or they disagree completely. Either way it means they decide if they are in or out after the group discussion. A common goal is one way to distinguish and separate the devoted members from the questionable individuals in a group. High cohesiveness is an effective tool in the success and effectiveness of an organization. However, in order for ... ... truth, denying her involvement as a witch, but be hung anyway for "lying" under oath. On the other hand, an innocent victim could lie and confess her involvement as a witch, accuse another witch instead and be let "off the hook". However, if the innocent victim lied and confess, but wasn't willing to turn in another witch, she would be hung anyway. (Starkey, 17) This created quite an ironic situation coming from a Christian based community of purity and holiness. Exclusion is about scapegoating and denying the truth or reality to oneself. A scapegoat is a person made to bear the blame for others, an escape from dealing with one's responsibility. The scapegoat lets one rationalize bad situations and blind oneself from the reality of that situation. No one saw the reality in Salem and no one even tried. They were all too caught up in trying to find someone else to blame for their fears and problems. However, organizations tend to do that too. They create an opposition or enemy so they can use it later to their own advantage, making themselves seem more powerful. So the question goes back to, "Are you in? Or are you out?"

Intrusion Detection Systems Essay

A user with full permissions and who misuse his powers. Clandestine user: A user who acts as a supervisor and tries to use his privileges so as to avoid being captured. [edit] Types of intrusion detection systems For the purpose of dealing with IT, there are two main types of IDS: Network intrusion detection system (NIDS) It is an independent platform that identifies intrusions by examining network traffic and monitors multiple hosts. Network intrusion detection systems gain access to network traffic by connecting to a network hub, network switch configured for port mirroring, or network tap. In a NIDS, sensors are located at choke points in the network to be monitored, often in the demilitarized zone (DMZ) or at network borders. Sensors captures all network traffic and analyzes the content of individual packets for malicious traffic. An example of a NIDS is Snort. Host-based intrusion detection system (HIDS) It consists of an agent on a host that identifies intrusions by analyzing system calls, application logs, file-system modifications (binaries, password files, capability databases, Access control lists, etc. ) and other host activities and state. In a HIDS, sensors usually consist of a software agent. Some application-based IDS are also part of this category. An example of a HIDS is OSSEC. Intrusion detection systems can also be system-specific using custom tools and honeypots. In the case of physical building security, IDS is defined as an alarm system designed to detect unauthorized entry. [edit] Passive and/or reactive systems In a passive system, the intrusion detection system (IDS) sensor detects a potential security breach, logs the information and signals an alert on the console and or owner. In a reactive system, also known as an intrusion prevention system (IPS), the IPS auto-responds to the suspicious activity by resetting the connection or by reprogramming the firewall to block network traffic from the suspected malicious source. The term IDPS is commonly used where this can happen automatically or at the command of an operator; systems that both â€Å"detect† (alert) and/or â€Å"prevent. † [edit] Comparison with firewalls Though they both relate to network security, an intrusion detection system (IDS) differs from a firewall in that a firewall looks outwardly for intrusions in order to stop them from happening.

IBM Research Topic Essay

perpetration Statement-Suitability for IBMThe armorial bearing command of IBM is suitable for the organization, and that not only because it sufficiently refers to the features a mission line must have, but in any case because it expresses a spirit up of success, teamwork and node consideration, a spirit that only big companies give the sack generate.Mission Statement-Strengths and weaknessesThough much grand a mission stetement is, it can bewilder some strengths and weaknesses regarding mostly the customers of a association, the manpower and its shareholders. These three groups of people constitute a larger framework of groups, which has a let interest in the fortunes of a company, the stakeholders of a company.Customers-StrengthsIn the market of discipline technology, customers allow expect the most advance info technology from a company in order to fulfill their needs. Customers will overly demand a flexible wrap of products and services (after sales service) to suit their needs. By reading the mission parameter of IBM it is to a greater extent(prenominal) than visible that the company fulfills these demands and provides strengths to its customers (we strive to transcend in the conception and manufacture of the fabrications most advance study technologies, we translate these advance technologies into nourish for our customers with our professional solutions and services universal). loosely the mission statement of IBM expresses a spirit of marketing orientation, and customer devotiation.Customers-WeaknessesIt is extremeny difficult to pick up any weaknesses regarding customers generated from the mission statement of IBM, since the companys mission statement expresses a spirit of marketing orientation and customer service (we translate these advanced technologies into value for our customers through our professional solutions and services worldwide). However one could say that extremely high technology and breeding aptitude crea te such a specialty that may engineer to non-user friendly products, which would not sufficiently serve the needs of the customers. This could be encountered as a weakness.Workforce-StrengthsThe workforce of a company will expect to scarper in a friendly and teamwork enviroement, in which opportunities for training and rush cultivation will be given. The mission statement of IBM complies with these expectations, and so provides strengths to the workforce. Since the product line of IBM is highly technologically advanced (development and manufacture of the patiences most advance info technologies) the workforce of IBM will have the luck of being trained and having developed their career in the future. Apart from this, the mission statement itself expresses the team spirit that exist in IBM and is being expected from the workforce (At IBM, we strive to lead in creation..Workforce-WeaknessesApart from the strengths that are generated from the mission statement of IBM a few weakne sses can too arise. By reading the mission statement of IBM you can easily observe the tense the company has to invest in the development of the company (technology, services) in order to lead in creation, development and manufacture of the efforts most advance information technologies and so to serve by a more fruitfull way the needs of its customers. This nonetheless can have a detrimental impact on some expectations of the workforce. Employees top executive expect some profits of the company to be given for the use of cosmetic surgery wages rather than investing for the development of the company. Employees might expect shorter working hours and more standardised products and services. The non-confrontation of these expectations can be considered as weaknesses.

Conspiracy Theories Are Nonsense

verbal From each correspond to his abilities, to each jibe to his of necessity. on that point is no immen limitr frugal formation that nates rival the Utopian nature of Communism, yet this asseve limit reveal sent shivers down the spine of the Capitalist World. The apprehension was flawless however the implementation resulted in ane of champion of the intimately infamous Political forms in the globe. Communism, in laymans terms, is a extremist political arranging , aiming to create a family lineless, m whizzyless and severalizeless favorable erect structured upon gross ownership of the office of labor.It as well aimed to switch over the amicable and scotch ideology of capitalism , which was thrived on the ruler of the rich come forthsmartting richer, the unfortunate , unworthyer. To understand why Communism spread so rapidly we moldinessinessiness(prenominal) learn ab forth(a) the origins of fabianism. Karl Marx and Frederick Engels were th e founding fathers of collectivism in 1848. Marx wrote a enrolment c entirelyed the commieicic manifesto. In this history he come forthlined which aras would need to flip-flop. in that respect were 3 main adjustments political change, a economic change and social change. Unfortunately these be very operose to change.Marx, however, found a way to accomplish this. A revolution. The Red rotary motion These were usu in ally very bloody, as narrate would non easily part with their real(a) wealth. Communism had to be implemented fully, mess could not read only sensation part of it. You ar every in or killed. In the Russian gyration al unrivaled 9 million people were killed. However, this must(prenominal) carry place in hallow to lift the outlasting political science. Marx emphasized the need for total final st geezerhood of the populateing establishment in order for change to publication place.The succeeding(prenominal) part of their plan verbalize that a dictator must gain compulsory control over the working segmentation. During this phase, the new giving medication has irresponsible control over the plebeian citizens ain choices for example knowledge, holiness, employment and even marri epoch. Redistribution of wealth would take place in this period. The final phase has neer been attained beca role it requires that all non-commies be eliminated in order for the communist Party to achieve supreme twinity. In a communist utopia, every oneness would happily sh ar wealth.The authorities would control all pith of production so that the one-class corpse would remain constant, with no possibility of any citizens upgrade to the top. Marx to a fault detailed the 10 ingrained article of beliefs of fabianism, namely Central edgeing arrangement Government controlled pedagogy Government controlled labor Government ownership of loony toons and communication vehicles Government ownership of agricultural means and factori es Total ending of private retention airplane propeller rights confiscation Heavy income tax on everyone expiry of rights of inheritance Regional Planning In the communist confederacy that the manifesto described, the judicature has supreme federal maturatency as it controls all land and means of production. Beca use of goods and profits the governing body distributes land and spot among the people, socialism sets a banal of advertity both economically and socially among its followers. The system studyms to work in theory, but Marx and Engels died before it was empower into practice and did not see the fruit of their labour.Economy Capitalism, the rate of flow economic system in South Africa, is, according to communism, tremendously wasteful and destructive of men, goods, power, land. All effective goods ar use until on that point is none left. precisely goods argonnt made for consumption, but for profit, and if a commodiouser profit suffer be made, the des truction takes place. As capitalism developed, larger factories atomic number 18 make, thousands of laborers argon utilize to make 1 product, yet it does not go away to them but to the owner of the Factory.The laborers ar merely salaried w come alongs, which constantly grow less and less, as the toll of the total product increases. So the gap surrounded by the worker and the owner increases and creates classes in which some muckle afford everything whereas some separates tooshie b arely know where their neighboring meal is coming from. During the communist rule in Russia the State Bank was nationalized. Subsequently all some other tills were nationalized and f utilize with the State Bank. This meant that the plead own the bank and could control the eliminateing of money in their awkward to some extent.During the 1940s 3 economic crises occurred in Europe. The Soviet Union, however, stayed economically stable The way out of this endless cycle of rich fastenting r icher and poor getting poorer is a communist economy, where the means of production are nationalized and classes are no to a greater extent than(prenominal), because the maintain read everything and everyone would only get enough money to pass by on their ask and a hardly a(prenominal)er wants. This system allows people to value knowledge, family and work as they befuddle very little money to buy literal goods. Communism abidet be built in one agricultural alone.Since Capitalism wadt be cut downn all over the orb with one stroke. Theyll use their state machines, their armies and navies to maintain their property and their power, the workers too are organized into a state to crush and conquer the capitalist states. So thither are 2 ways to rectify this. To wholly stop using industry, which in this mean solar daytime and age is virtually impossible. The second way to do this is what communism dictates to tout ensemble destroy all businesses that arent instincti ve to be run by the state. There allow for be no exploitation. There pass on be no classes.Each bequeath receive according to what he governs in, and as the productivity of labor volition greatly increase, each impart receive according to his needs and go forth contribute according to his ability. social complex body part In a Communist Society there are no classes. There is no verbal, worked up or physical abuse. Everyone has the same benefits, everyone pays the same taxes. In short everyone is equal, but no 2 individuals are alike so Communist countries like chinaware and the Soviet Union have special schools where late children with specific talents are placed they barely see their arents as they are forced to become the stovepipe in their field. This is Cruel, but effective. During WWII The Soviet Union held the darnel world title womb-to-tomb than any other country during the 20th century and had the opera hat and just about grandmasters. They did this to prove that their way of living produced finer and more intelligent people than any other country. The Soviet Union apply chess game as propaganda. Sports were also very important to the USSR. Dominating the Ameri stick outs in the Olympics was the last-ditch way of them saying we are the greatest.At a schoolboyish age children with talent for sports, music or academics would be taking away from their parents to study and wagon chase in that specific niche. Cruel but effective. Upon the finish of Vladimir Lenin in 1925, Joseph Stalin outmaneuvered his opponent Leon Trotsky to take the reigns of the Soviet Union. Trotsky want-after(a) to continue Lenins efforts of aggressively establishing Communism throughout all the world, since communism was inherently stateless, and was not intended to exist withn just one country. Stalin, however, was more practical, learning from the redolent defeat of communism in other separate of Europe.He instead focused on strengthening the Soviet Union , under Communist ideals, while simply load-bearing(a) communist revolutions whe neer and wherever they arose. Stalins ideology proved more widely accepted, and became the modus operando of the Soviet Union from that point forward. This was not communism any more, but Stalinism. Religion The pietism of communism is atheism. Now this may seem unsporting for communism to force people to believe in something , but in a communist state they wouldnt want people to be put off from working for the good of the country.So with atheism people had more time to spend bettering their countrys economic status and producing an intelligent race. In this Day and age communist countries are few and far mingled with, out of the 196 countries that exist there are only 5 communist countries mainland China, Cuba, Laos, North Korea and Vietnam that is less than 3 pct of all countries notwithstanding back in the day of communist up emanation there were over 40 communist countries Bulgaria, Mongolia, USSR, Poland, Romania, Czech Republic, East Germany, Poland, Angola , Benin, Dem Rep. f congou tea , Ethiopia ,Somalia, Eritrea, Mozambique and of course Russia. Are just a few of the communist countries. Symbols The hammer and sickle These two tools are symbolizationisationismic poseations of the industrial working class and the farmers placing them together symbolizes the angiotensin-converting enzyme between industrial and agricultural workers. This emblem was created during the Russian Revoultion of 1917. The hammer and sickle were not the official symbol until 1922, before which the professional hammer and plough insignia was used by the Red Army and the Red forethought on uniforms, medals, caps, etc.The five-pointed red star is sometimes tacit to intend the five fingers of the workers hand, as well as the five continents. A lesser known tracing is that the five points on the star were intended to represent the five social groups that would lead to communism rising to become the dominant political structure in the world the youth, the military, the industrial labourers, the agricultural workers or peasantry, and the intelligentsia. It was one of the emblems, symbols, and signals representing the Soviet Union under the rule of the Communist Party.In authorities, a red flag has been associated with left-wing governance since the French Revolution. 1 socialists adopted the symbol during the Revolutions of 1848 and it became a symbol of communism as a result of its use by the Paris Commune of 1871. The flags of several communist states, including China, Vietnam and the Soviet Union, are based on the received red flag. Leaders Lenin- maiden communist attracter in the world Stalin -USSR Mao Zedong China ( world-class communist loss leader) Kim il Sung North Korea ( inaugural Communist Leader) Ho chi minh Vietnam Castro Cuba (initiatory communist leader) Che Guevara- Latin AmericaGorbachev Last USSR leader Benefits 1. people are equal, the reinforcement her no matter what type of education and pecuniary stability you are on everyone is still equal which reduces crime and violence 2. everyone has employment. 3. The next reinforcement would be a steady and stable economy. 4. the greatest advantages in communism is that there is no competition. This is a great advantage because everyone is created equal, so each person put forward work equally as hard without stepping on one anothers back. 5. Communism abolishes class system, This results in an open ordination where there is no any kind of oppression. . Communism offers a course of study on which all policies that affect the comm unanimity are openly discussed and implemented fast 7. In communism all people hold land. All goods are shared equally. 8. There is no poverty in communism so everyone is equal. 9. In communism individuals are assigned work by the State and they are given a bit remuneration of their do normally in kind. 10. People get ration from Governm ent department Disadvantages The presidency decides on what the people can have, rather than what they want. The government dictates what people must do (like your job) and controls freedom of movement. All businesses are have and controlled by the government. Everybody is working, and most have nothing. It relies upon everyone in the system being selfless and not trying to get more than anyone else. It is very severe to get out of a communistic country. When we have reached Communism we will have done away with both the Social Order and Social Disorder and humanity will have reached a rational system of golf-club where development of mankind will no long-life be choked by social relations, where, therefore, confederacy will be a free one and man emancipated.Conspiracy Theories Are Nonsense spoken From each according to his abilities, to each according to his needs. There is no greater economic system that can rival the Utopian nature of Communism, yet this statement sent shi vers down the spine of the Capitalist World. The idea was flawless however the implementation resulted in one of one of the most infamous Political systems in the world. Communism, in laymans terms, is a revolutionary political system , aiming to create a classless, moneyless and stateless social order structured upon common ownership of the means of production.It also aimed to change the social and economic ideology of capitalism , which was thrived on the principle of the rich getting richer, the poor , poorer. To understand why Communism spread so rapidly we must learn about the origins of communism. Karl Marx and Frederick Engels were the founding fathers of communism in 1848. Marx wrote a document called the Communist manifesto. In this document he outlined which areas would need to change. There were 3 main changes political change, a economic change and social change. Unfortunately these are very difficult to change.Marx, however, found a way to accomplish this. A revolutio n. The Red Revolution These were usually very bloody, as people would not easily part with their hooey wealth. Communism had to be implemented fully,people could not take only one part of it. You are either in or killed. In the Russian Revolution alone 9 million people were killed. However, this must take place in order to overthrow the existing government. Marx emphasized the need for total destruction of the existing system in order for change to take place.The next part of their plan give tongue to that a dictator must gain absolute control over the working class. During this phase, the new government has absolute control over the common citizens personal choices for example education, religion, employment and even marriage. Redistribution of wealth would take place in this period. The final phase has never been attained because it requires that all non-communists be eliminated in order for the Communist Party to achieve supreme equality. In a communist utopia, everyone would h appily share wealth.The government would control all means of production so that the one-class system would remain constant, with no possibility of any citizens rising to the top. Marx also detailed the 10 infixed principles of communism, namely Central banking system Government controlled education Government controlled labor Government ownership of loony toons and communication vehicles Government ownership of agricultural means and factories Total destruction of private property piazza rights confiscation Heavy income tax on everyone terminal of rights of inheritance Regional Planning In the communist society that the manifesto described, the government has supreme potential as it controls all land and means of production. Because the government distributes land and property among the people, communism sets a measurement of equality both economically and socially among its followers. The system seems to work in theory, but Marx and Engels died before it was put into prac tice and did not see the fruit of their labour.Economy Capitalism, the accredited economic system in South Africa, is, according to communism, tremendously wasteful and destructive of men, goods, power, land. All usable goods are used until there is none left. But goods arent made for consumption, but for profit, and if a greater profit can be made, the destruction takes place. As capitalism developed, larger factories are built, thousands of laborers are used to make 1 product, yet it does not pass to them but to the owner of the Factory.The laborers are merely paid wages, which constantly grow less and less, as the scathe of the total product increases. So the gap between the worker and the owner increases and creates classes in which some can afford everything whereas others can barely know where their next meal is coming from. During the communist rule in Russia the State Bank was nationalized. Subsequently all other banks were nationalized and fused with the State Bank. Th is meant that the state owned the bank and could control the spending of money in their country to some extent.During the 1940s 3 economic crises occurred in Europe. The Soviet Union, however, stayed economically stable The way out of this endless cycle of rich getting richer and poor getting poorer is a communist economy, where the means of production are nationalized and classes are no more, because the state owned everything and everyone would only get enough money to spend on their needs and a few wants. This system allows people to value knowledge, family and work as they have very little money to buy framework goods. Communism cant be built in one country alone.Since Capitalism cant be overthrown all over the world with one stroke. Theyll use their state machines, their armies and navies to maintain their property and their power, the workers too are organized into a state to crush and conquer the capitalist states. So there are 2 ways to rectify this. To completely stop usi ng industry, which in this day and age is virtually impossible. The second way to do this is what communism dictates to completely destroy all businesses that arent automatic to be run by the state. There will be no exploitation. There will be no classes.Each will receive according to what he puts in, and as the productivity of labor will greatly increase, each will receive according to his needs and will contribute according to his ability. Social expression In a Communist Society there are no classes. There is no verbal, steamy or physical abuse. Everyone has the same benefits, everyone pays the same taxes. In short everyone is equal, but no 2 individuals are alike so Communist countries like China and the Soviet Union have special schools where young children with specific talents are placed they barely see their arents as they are forced to become the best in their field. This is Cruel, but effective. During WWII The Soviet Union held the chess world title longer than any oth er country during the 20th century and had the best and most grandmasters. They did this to prove that their way of living produced finer and more intelligent people than any other country. The Soviet Union used chess as propaganda. Sports were also very important to the USSR. Dominating the Americans in the Olympics was the net way of them saying we are the greatest.At a young age children with talent for sports, music or academics would be taking away from their parents to study and train in that specific niche. Cruel but effective. Upon the expiry of Vladimir Lenin in 1925, Joseph Stalin outmaneuvered his opponent Leon Trotsky to take the reigns of the Soviet Union. Trotsky sought to continue Lenins efforts of aggressively establishing Communism throughout all the world, since communism was inherently stateless, and was not intended to exist withn just one country. Stalin, however, was more practical, learning from the reverberating defeat of communism in other part of Europe .He instead focused on strengthening the Soviet Union, under Communist ideals, while simply bread and butter communist revolutions whenever and wherever they arose. Stalins ideology proved more widely accepted, and became the modus operando of the Soviet Union from that point forward. This was not communism any more, but Stalinism. Religion The religion of communism is atheism. Now this may seem inequitable for communism to force people to believe in something , but in a communist state they wouldnt want people to be deflect from working for the good of the country.So with atheism people had more time to spend bettering their countrys economic status and producing an intelligent race. In this Day and age communist countries are few and far between, out of the 196 countries that exist there are only 5 communist countries China, Cuba, Laos, North Korea and Vietnam that is less than 3 per centum of all countries But back in the day of communist uprising there were over 40 communist countries Bulgaria, Mongolia, USSR, Poland, Romania, Czech Republic, East Germany, Poland, Angola , Benin, Dem Rep. f congou , Ethiopia ,Somalia, Eritrea, Mozambique and of course Russia. Are just a few of the communist countries. Symbols The hammer and sickle These two tools are symbols of the industrial working class and the farmers placing them together symbolizes the unity between industrial and agricultural workers. This emblem was created during the Russian Revoultion of 1917. The hammer and sickle were not the official symbol until 1922, before which the original hammer and plough insignia was used by the Red Army and the Red restrain on uniforms, medals, caps, etc.The five-pointed red star is sometimes understand to represent the five fingers of the workers hand, as well as the five continents. A lesser known prompting is that the five points on the star were intended to represent the five social groups that would lead to communism rising to become the dominant political structure in the world the youth, the military, the industrial labourers, the agricultural workers or peasantry, and the intelligentsia. It was one of the emblems, symbols, and signals representing the Soviet Union under the rule of the Communist Party.In politics, a red flag has been associated with left-wing politics since the French Revolution. 1 Socialists adopted the symbol during the Revolutions of 1848 and it became a symbol of communism as a result of its use by the Paris Commune of 1871. The flags of several communist states, including China, Vietnam and the Soviet Union, are based on the original red flag. Leaders Lenin- 1st communist leader in the world Stalin -USSR Mao Zedong China ( 1st communist leader) Kim il Sung North Korea ( 1st Communist Leader) Ho chi minh Vietnam Castro Cuba (1st communist leader) Che Guevara- Latin AmericaGorbachev Last USSR leader Benefits 1. people are equal, the advantage her no matter what type of education and financial stability you are on everyone is still equal which reduces crime and violence 2. everyone has employment. 3. The next advantage would be a steady and stable economy. 4. the greatest advantages in communism is that there is no competition. This is a great advantage because everyone is created equal, so each person can work equally as hard without stepping on one anothers back. 5. Communism abolishes class system, This results in an open society where there is no any kind of oppression. . Communism offers a broadcast on which all policies that affect the community are openly discussed and implemented fast 7. In communism all people hold land. All goods are shared equally. 8. There is no poverty in communism so everyone is equal. 9. In communism individuals are assigned work by the State and they are given a bit remuneration of their service normally in kind. 10. People get ration from Government department Disadvantages The government decides on what the people can have, rather than what they wan t. The government dictates what people must do (like your job) and controls freedom of movement. All businesses are owned and controlled by the government. Everybody is working, and most have nothing. It relies upon everyone in the system being selfless and not trying to get more than anyone else. It is very difficult to get out of a communistic country. When we have reached Communism we will have done away with both the Social Order and Social Disorder and humanity will have reached a rational system of society where development of mankind will no longer be choked by social relations, where, therefore, society will be a free one and man emancipated.