Sweatshop and Walmart Canada free essay sample

SweatshopBibliography Chelsey and Breanna Buckland, Jason. â€Å"More Walmarts in Canada: fortunate or unfortunate? † Canada MSN, February 23, 2010. http://www. everydaymoney. ca/2010/02/more-walmarts-in-canada-fortunate or unfortunate. html. â€Å"Company Profile. † Walmart Canada, 2013. http://walmartcanada. ca/Pages/Company%20Profile/168/163/163. â€Å"Complete News Walmart laborers request option to unionize. † Youtube CA, April 8, 2013. https://www. youtube. com/watch? v=8f5Wr8bnCr8. â€Å"Corporate Social Responsibility Report. † Walmart Canada, July 2012. http://www. walmartcsr. ca/. Davenport, Ruth. â€Å"Walmart Wins Sweat Shop Retailer of the Year. † Gauntlet, November 30, 2000. ttp://www. thegauntlet. ca/story/wal-shop wins-sweatshop-retailer-year. Award, Tavia. â€Å"The Wal-Mart impact: food swelling tame in Canada. † The Globe and Mail, last modifiedFebruary 7, 2011. http://www. theglobeandmail. com/report-on-business/economy/ec onomylab/the-walmart-impact food-swelling tame-in-canada/article611494/. Griffiths, Katherine. â€Å"Walmart Crushes Union by Closing Store. † Rense. com, 2005. http://rense. com/general65/association. htm. â€Å"History. † Walmart Canada, 2013. http://walmartcanada. ca/Pages/History/168/170/170. Murray, David. â€Å"Issues: Why Wal-Mart Is Bad For Canada. † Pitt Meadows, July 12, 2011. http://www. ittmeadowstoday. ca/issues-why-wal-store is-awful for-canada/. Norman, Al. Wal-Mart Worlds Most Hated Company. We will compose a custom paper test on Sweatshop and Walmart Canada or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Fit Post: Business Canada, April 9, 2008. http://www. huffingtonpost. com/al-norman/new-canadian-film-wal-mar_b_95758. html. â€Å"Retaliating First. † The Economist, Walmart in Canada, February 24, 2005. http://www. financial expert. com/hub/3706455. Rosenfeld, Herman. â€Å"Challenging Walmart. † Global Research, Mach 13, 2007. http://www. globalresearch. ca/challengingwal-store/5073. Snyder, Michael. â€Å"Is Wal-Mart Evil? 20 Shocking Facts. † EconMatters, July 5, 2012. http://www. econmatters. com/2012/07/is-wal-shop insidious 20-stunning realities. tml. â€Å"The Bay, Wal-Mart top sweatshop grant. † CBC News, April 15, 2003. http://www. cbc. ca/news/story/2002/12/19/sweatshops_021219. html. â€Å"Wal-Mart./. Are Sweat Shops Hurting or Harming Third World Countries? † WriteWork, November2003. http://www. writework. com/paper/wal-store sweat-shops-harming hurting third-worldcountries. â€Å"Wal-Mart changed Canadian retail. Would it be able to spare India? † Maclean’s, September 20, 2012. http://www2. macleans. ca/2012/09/20/wal-store changed-canadian-retail-can-it-spare india/. â€Å"Wal-Mart: Destroying the neighborhood economy in amazing ways. † Canadian Cynic, September 22, 2005. http://canadiancynic. logspot. ca/2005/09/walmart-wrecking neighborhood economy-in. html. â€Å"Wal-Mart Nation MC Lars. † Youtube CA, January 29, 2008. http://www. youtube. com/watch? v=PULFg7erYGI. Weinberg, Paul. â€Å"Wal-Marts Anti-Union Tactics. † News: Straight Goods Canada, May 1, 2005. http://www. straightgoods. ca/ViewFeature5. cfm? REF=219amp;Cookies=yes. â€Å"You can have any kind of effect in an organization as large as our own. † Youtube CA, Octobe r 31, 2011. http://www. youtube. com/watch? feature=player_embeddedamp;v=PN8ZJmU8s00. â€Å"2012 Canadian Champions, Presented by Walmart Canada. † Youtube CA, December 17, 2012. http://www. youtube. com/watch? v=95vI0sRgr4s.

Average ACT Score - which one matters to you

Normal ACT Score - which one issues to you SAT/ACT Prep Online Guides and Tips You're most likely inquisitive about how you stack facing normal ACT scores. However, what number of kinds of midpoints are there, and which midpoints are significant for you? What about the national normal ACT score? Or then again ACT score midpoints by sexual orientation and by ethnicity? We'll talk about authentic outcomes for every one of these inquiries and reveal to you which ACT normal really matters for your future. What is the ACT normal score? That relies upon which gathering of understudies you're looking at.We'll see national midpoints, midpoints by sex, and midpoints by ethnicity. At that point we'll talk about which normal ACT scores really matter to you. National Average ACT Score The national normal for the ACT stays generally the equivalent from year to year. For the graduating class of 2014, the ACT revealed 1,845,787 complete test takers. These were the normal scores by area, and as a composite score: Composite: 20 English: 19-20 Math: 19-20 Perusing: 20-21 Science: 20-21 All scores announced are the 50th-percentile score, which means a large portion of the understudies scored over this number, and half scored underneath. On the off chance that you scored the national normal of 20 composite, you have a better than average choice of schools that you have an incredible possibility of getting into. On the off chance that you raise your score by only a couple of focuses, this can have a colossal effect in the schools that you're probably going to get into. Presently a couple of more ACT normal scores for interest: Normal ACT Scores by Gender Understudies Percent English Science Perusing Science Composite Guys 856,651 46 20.0 21.4 21.1 21.2 21.1 Females 977,127 53 20.7 20.5 21.5 20.5 20.9 Strikingly, much the same as the SAT, young men will in general score higher in arithmetic and science, while young ladies score higher in English and perusing. Obviously, these are national midpoints - in light of the fact that you're a specific sexual orientation has little impact on the score you'll get. It's significantly more up to the individual - on the off chance that you remain roused and prep for the ACT, you can procure a high score. Normal ACT Scores by Ethnicity While enrolling for the ACT, the College Board permits understudies the choice to determine their ethnicity. Most understudies do share their ethnicity, and the ACT has detailed normal scores across ethnicity: Ethnicity Understudies Percent English Science Perusing Science Composite All Students 1,845,787 20.3 20.9 21.3 20.8 21.0 Dark/African American 241,678 13% 15.8 17.2 17.3 17.0 17.0 Native American/Alaska Native 14,263 0.8% 16.6 18.1 18.4 18.3 18.0 White 1,038,435 56% 22.0 22.0 22.8 22.1 22.3 Hispanic/Latino 281,216 15% 17.7 19.2 19.1 18.8 18.8 Asian 80,370 4% 22.8 24.9 22.8 23.2 23.5 Local Hawaiian/Pacific Islander 5,676 0.3% 17.5 19.2 18.7 18.6 18.6 At least two races 70,013 4% 20.6 20.9 21.7 21.0 21.2 No reaction 4,136 6% 20.0 20.7 21.1 20.5 20.7 By and by, take this data with an enormous grain of salt. While there are score contrasts by ethnicity, these are harsh measurements that may not concern you. Since these are national midpoints, it overlooks the capacity of you as a person to surpasses the normal. Just via looking for this data, you're as of now beating accomplishing more than what most understudies do to find out about the ACT. Presently we get to the genuine inquiry - which normal ACT scores really matter for you? The appropriate response is: Normal ACT Scores for Your Target Colleges The normal ACT score that you should think about is the normal ACT score at the universities you're wanting to apply to. In case you're applying to specific universities like those in the Ivy League, you'll have to score a lot higher than the national ACT score normal of 20. In like manner, in case you're applying to nearby junior colleges, you should not score as high as 20 on the ACT. Your score target is exceptional to you, in view of the schools you're keen on. We're going to take you through a simple procedure to make sense of what ACT score you have to focus on, in view of only 10 minutes of work. Stage 1: Download this Worksheet To work through the accompanying advances, we'll be rounding out a worksheet for all the schools you're intending to apply to. Snap here to download it, or snap the picture underneath. I suggest you print it out with the goal that you can compose on paper and keep it close to your work space. Stage 2: Fill in the schools you need to get into in the principal segment. Incorporate your arrive at schools (or schools that you have a littler possibility of getting into). Try not to incorporate your security schools, or schools that you're 90% certain you'll get into (on the grounds that you're likely previously scoring all around ok to get into those schools). On the off chance that you don't have the foggiest idea what schools you're focusing on yet, don't hesitate to utilize ones that have been recommended to you, or schools that your companions are keen on. I prescribe that you set aside the effort to explore schools first, however, with the goal that we have a sensible objective score. Stage 3: For each school, Google for [name of school] normal ACT. For instance, in case I'm keen on U Alabama, I'll do the accompanying inquiry: Most schools will have an about.com interface or the school site, as appeared here. Either page will as a rule list the25th/75th percentile scoresfor current U Alabama understudies. As a token of what this implies: 25th percentile implies that 25% of the understudies going to have a score at or underneath that number (this is beneath normal). 75th percentile implies that 75% of understudies have a score at or beneath that number. Basically, this covers the center half of all understudies admitted to U Alabama. In the event that you score at the 75th percentile for any school,you have an extraordinary possibility at getting in. In case you're at the 25th percentile, you'll have to have a solid application to support your chances of getting in. Round out the worksheet along these lines for all the schools on your rundown. Stage 4: Calculate your Final ACT Target Score At last, take the normal of the two segments - 25th percentile, and 75th percentile. I suggest that youuse the 75th percentile normal as your objective score.If you accomplish this score through difficult work, you'll have a solid shot at getting into a large number of the schools on your rundown. For you, this is the thing that your Normal ACT score ought to be. It's one of a kind to you - not the country everywhere, and not your state or sexual orientation normal score. At long last, you should set an objective for your score for each area. My proposal is utilize the composite score for each segment. In case you're applying to building schools or as a science major, your math and science scores can be higher than your different areas. Additionally, in case you're applying to aesthetic sciences programs or as a humanities major, your English and Reading scores can be higher. Stage 5: Share Your Target Score As a last advance, I propose that you complete two things with your score target: Offer it with your folks. This will be a useful discussion around your own objectives and how you need to accomplish your objective ACT score. Tape it to your divider. This will remember your objective with the goal that you can direct your concentrating intensely. What to Do Next: Is the ACT simpler than the SAT? Peruse to get familiar with the subtleties. Get a free manual for improving 4+ ACT focuses. Discover the best ACT test dates and assemble your own testing plan. Look at our online ACT prep program.We have a 4 point improvement ensure - on the off chance that you don't improve your score by 4, you recover each penny of your cash. Furthermore, you get a 5-day free preliminary, so in the event that you don't feel that it's helping you, you can drop whenever.

Teach til you drop, then draw the Mona Lisa while blindfolded.

Teach ‘til you drop, then draw the Mona Lisa while blindfolded. Splash stats: 2670 High School students 517 teachers* 701 classes, 956 sessions** 1330 hours of classes *mostly MIT undergraduates **you can sign up to teach = 1 sessions of any class 1330 hours of classes. For those of you who cant instantly divide numbers by 24 in your head, thats 55.4 days. Thats nearly two (non-leap year) Februaries. Annas personal Splash stats: 573 High School students 1 or 2 teachers (I co-taught two classes) 5 classes, 8 sessions 10 hours of classes Before I go on, I need to comment: this was the day of the Doctor Who 50th Anniversary Special release, and Splash was overrun by  Doctor Who fans. I was wearing earrings that said wibbly wobbly timey wimey and my audiences were littered with sonic screwdrivers and  Tardis t-shirts. I managed to slip in a reference during one of my classes, to thunderous applause. My first class was at 10am on Saturday. I showed up at 9:40 (were supposed to arrive half an hour before our first class sorry, ESP admins) and received a hard copy of my schedule for the day. Here is a Google calendar representation. Note that I had a biology exam Monday night. Good life choices, Anna! As you can see from the schedule, I taught most of my classes in 26-100, which is MITs biggest lecture hall. Movies are shown in there. The 2013 Ig Nobel Prize lectures were held in there. It was totally surreal to lecture where Eric Lander lectures. It was also totally surreal to try and 1) turn on the lights and 2) make the projector system work, because despite 26-100 being a gigantic lecture hall, nobody thought to make these systems usable by the average human. I spent about ten minutes running around looking for the light switch, then ten minutes running around looking for the right plug (THERE ARE SO MANY PLUGS AND CORDS IN THAT ROOM) and then it was already five minutes into my class so I had to give up. I called ESP security (the team of MIT student volunteers who really make Splash go) and they sent help while I improvised a non-Powerpoint version of the beginning of my class. (Those 5-min improv classes came in handy!) Emily T. 15 came in and magically found the light switch, and Ian M. 14 magically made the projector work. ESP SECURITY: I LOVE YOU SO MUCH. THANK YOU. Class summaries: Geocentrism to Exoplanets was about the progression of humanitys understanding of our place in the grand scheme of things. We started in the modern era of astronomy, and I presented some of the most recent highlights of exoplanet science. We then took a big step back to 1923 (when Hubble discovered that there are in fact other galaxies) then another big step back to the discovery that the sun is just another star, then even further back to 16th century Poland, where Copernicus was writing to suggest that the Sun and not Earth is at the center of the universe. With that context under our belts, we returned to exoplanet science. I talked about the first discovery of exoplanets (which entails talking about pulsars, which Im always very happy to do) then showed examples of exotic planetary systems that have been discovered: the Tatooine-esque binary star system, for example, and the planets that share an orbit. Spontaneous 5-Minute Classes on Whatever You Want was exactly what it sounds like. I wrote about it here. As expected, there was a good twenty-minute period before class started when I had an existential WHY DID I SIGN UP FOR THIS? crisis, but the class itself was a resounding success and everyone had a blast. Davie 12 and I managed to procure a bunch of miscellaneous props (a foam sword, a beet, and a sheepskin, among other things) and the kids were all too eager to suggest ways for us to publicly humiliate ourselves. Here were some of their submissions: How to pick up chicks Elephants How to throw cards Basics of fandom How to psychoanalyze people Why is nuclear waste a huge problem and what are some solutions? Memes The banana and how it changed history Yale or Harvard? Sheryl Sandberg Illuminati Infinity (ooooooooooh) HOW TO DO PARKOUR Music History Different dog breeds in New Jersey The truth behind soccer balls How to act smartz. Creative uses of duct tape Why Italian food is the best What is the average velocity of an unlightened swallow? Getting attacked by a dino How to always be right about everything History of jellyfish The history of goatees JAZZ BASS How to pick up chicks Mormons and religious views Robots What is a Narwhal? The Architectural styling of I. M. Pei How to parkour How to swordfight Steven Spielburg movies History of rap Murder (any insight on topic) Pokemon :D Why people love fantasy How to pick up chicks A history of the trumpet Colors How do they work? (why do they exist?) How to pick up chicks How to pick up chicks The etymology of the word supercalifragilisticexpialidocious How to be a sloth Sherlocks fall Schistosomiasis Yes, how to pick up chicks was submitted several times. Ah, High School. Davie got Elephants, Colors How do they work? (why do they exist?) and How to be a sloth. He also combined  The Architectural styling of I. M. Pei, with Murder (any insight on topic) to deliver a fantastic 5-minute class about how I. M. Peis buildings could kill you. I got The banana and how it changed history, How to swordfight, and How to pick up chicks. I pulled out the random foam sword that we had lying around, got a volunteer from the audience (he happened to be a fencer) and taught them all how to fence foil and sabre (Thank you, MIT PE!) For how to pick up chicks, I did some quick thinking then said: So, I actually have a lot of personal experience picking up chicks. Cue gaping. I noticed that one girl had her iPhone out, and was filming me. Great. In fact, I picked up a lot of chicks while I was in elementary school in Singapore. More gaping. I did it in the local science museum. I  really enjoyed drawing out the silence between my sentences. There was an exhibit an incubator, and in the incubator there were chicken eggs waiting to hatch. When the chicks hatched, the museum attendants let you pick them up. Laughter. One kid yelled, I SEE WHAT YOU DID THERE! and I got a round of applause. I continued with my cop-out, explaining the delicate art of how to pick up a chick without strangling it. During our second class session, we had about three times the number of kids (from ~40 to ~120) so Im not going to write up all of their submissions. I received something like Tell us all about the trombone I played the trumpet for eight years and had plenty to say about brass instruments. I also received Black Holes, which was totally cheating since Im an astrophysicist. I guess the universe thought I had it too easy, because I then got How to draw the Mona Lisa blindfolded, which of course had to involve drawing the Mona Lisa on the chalkboard while blindfolded. Here is the real Da Vinci painting: Here is my blindfolded chalk drawing: For clarity: Id say I got it pretty close. Dramatic Reading: Rosencrantz and Guildenstern Are Dead was also exactly what it sounds like. Eight high schoolers, Davie 12 and I did a full reading of Tom Stoppards play. We modeled it after MITs literature departments annual marathon, which brings together a group of students and professors to read a play in its entirety. At natural breaks, we switched up roles, so that everyone got to read about an equal amount. This drew a very different crowd from my astronomy classes. The Multicolor Universe was a class that Ive been wanting to design for a long time. Essentially, one can do astronomy at every wavelength of the electromagnetic spectrum: x-ray astronomy, infrared astronomy, ultraviolet astronomy, etc. I happen to do radio astronomy, but am hoping to broaden out in graduate school. Heres the first slide of my class: And the second slide: We talked about the different kinds of objects and phenomena represented by different parts of the spectrum (ex. warm gas and dust in the infrared, gamma ray bursts in the gamma ray, black holes in the x-ray) as well as the different instruments and telescopes used to collect that data. Some are ground-based, because some parts of the spectrum make it down to Earths surface, but others must be space-based, because the atmosphere blocks dangerous wavelengths like gamma rays from frying us. In between classes, I hid in the library and frantically taught myself about lymphocytes, antibodies, the cellular and humoral immune responses, familial hypercholesterolemia, mouse chimera, oncogenes and tumor suppressor genes, viruses, why vaccines work (memory cells!!!), and single-nucleotide polymorphisms. I had my biology test last night, and I think it went fine, despite the weekends chaos. Ill finish with some special moments. My sister came to my Introduction to Pulsars class! :) My boyfriend Skyped into my second Spontaneous 5-Min Class session, and my second Multicolor Universe class session. The kids in my Spontaneous 5-Min Class noticed that somebody was on my iPod they wanted to know who it was. I said that it was my boyfriend. They oooooohed then asked for his name. I held up the iPod so that he could see them all, and about 120 kids waved and yelled HI!!!!!!!!!!!!!!!!! It was very cute. After my second Geocentrism to Exoplanets class, I took a walk with a couple of the students. We discussed the path through college to being a scientist. I said that I originally hadnt wanted to be an astronomer, because I was worried that I wouldnt be making concrete contributions to society on a daily basis. I said that I loved to teach and do outreach, and that I was planning to find ways to incorporate that into a research career. One of the kids looked thoughtful for a few seconds, then said: well, theres a lot of science thats really important for making policy. And most of the people making policy dont understand it. Youre a really good teacher and youre really good at explaining things. I think that anything you can do to make people more scientifically literate or make people just a little bit more interested in learning about science will be a big contribution to society. This was a very special weekend. Post Tagged #MIT ESP (Educational Studies Program) #Splash

The Necessity For Security Within The State - 1717 Words

Caitlin McCallar Political Science 1150 Short Paper/Research Paper The Necessity for Security within the State and for Individuals within the State. Summary Security is an important measure that we must take in order to preserve the survival of the state and its population. The summary of the paper includes what each component of security within the national security system is: military, economic, environmental, and human security, and also states why it is an important aspect of society and politics today. In conclusion, I choose four security concepts that I believed contributed most to today’s political society and well-being and that all four interconnect with one another. In regards to recent events such†¦show more content†¦Conflict in this case does not completely focus on two subjects fighting with one another, but instead focuses on multiple situations that could bring harm to any level of the political and societal system of the world and its individuals and nation-states. When talking about security, military power should not be the only subject to come into mind. Economic, environmental, and human security are also important aspects that should be further developed and maintained. Military (national), economic, environmental, and human security are significant factors in the survival of human society and politics. These four types of securities help create the framework and maintain each level of the political and societal system: individual, nation-state, and global. Military security is â€Å"the ability of a nation to defend itself (yourdictionary.com)†. Military security is the physical security component of overall national security. Armed forced, tactical vehicles and weaponry make up the military power of each nation-state. The armed forced are built through either voluntary or required service by a portion of the nation-state’s population. The bigger the population of the armed forces, and the more advanced weaponry and tools a nation-state has, the more powerful the military might and therefore security of the nation-state. Before the cold-war era, the definition of security in the

The Shallows Rhetorical Analysis Essay examples - 1304 Words

The Shallows Rhetorical Analysis In the book â€Å"The Shallows†, Nicholas Carr develops his argument just as an architect would construct a building. The foundation is laid then in tedious and eloquent manner, he begins an argument that defines the book. Shedding light upon the dangers our society may encounter through the internet, Carr uses personal anecdotes, parallels, ethic and reason based arguments, and disguises himself as an authoritative figure to execute a view changing book. Exerting personal anecdotes on the way the internet has changed him; Carr begins his book in a subtle manner. He begins describing one of his first dilemma’s, â€Å"I had become trapped, not unhappily, in the â€Å"upgrade cycle† I retired the aging Plus in 1994,†¦show more content†¦Anything but non-existent, the parallel suggests that technology is having a definite change on our â€Å"plastic† brains. New technologies mold us to their likings whether we adhere to them or not. And as â€Å"mechanical clocks were not manufactured to spur the adoption of a more scientific mode of thinking†, the internet is not intended to create more adverted, shallow thinking humans. But all behaviors prevailing show that it is. Acknowledging this fact, readers can either begin to challenge that their life is being changed or affirm the conclusion. This parallel is exactly the strategy needed to convince readers that it’s an â€Å"invention’s int ellectual ethic that has the most profound effect on us.† Before entering the final crest of Carr’s gist, he reasons that many are bound to experience the negative effects of the Net because of its versatility and resilience. Carr state’s â€Å"Although mildly disorienting at first, I quickly adjusted to the Kindle’s screen and mastered the scroll and page-turn buttons. Nevertheless, my eyes were restless and jumped around as they do when I try to read for a sustained time on the computer.† The uniqueness of the Kindle brought on new changes in the way Carr was able to read, and describes the effects of reading on the device as distracting. He then explains about the internet, â€Å"When the Net absorbs a medium, it re-creates that medium in its own image. It not only dissolves the mediums physicalShow MoreRelatedDeliberative Rhetorical Analysis Of Shallow Waters1542 Words   |  7 Pages Shallow Waters Water is an important resource that maintains life and is arguably the most substantial resource for the essence of life. As humans, we drink water to stay alive. Shift the perspective to an animal the requires water to live, fish for example, without being submerged in the water it would die. The importance of water is crucial to any ecosystem, and imagine an instance where man-made structures inhibit the natural world and could eventually tip an ecosystem out of control. ThereRead MoreThe Millenials Article Review Essay1127 Words   |  5 PagesName Instructor Subject Date Rhetoric Analysis: Millennials: The Me Me Me Generation by Joel Stein Introduction The millennial generation are an interesting group of social class that are going to change the world from their own point of view regardless of how the older generations view or relate to them. The article Millennials: The Me Me Me Generation is talking about the Millennials and how the society perceives them. The millennial is a group of the social generation that were born betweenRead MoreThe Role of Persuasion in Julius Caesar Essay examples1066 Words   |  5 Pagesis to an opportunity that had opened up in their lives which was a battle and that they must not miss their opportunity. Later Brutus also states â€Å"†¦Which, taken at the flood, leads on to fortune; omitted, all the voyage of their life is bound in shallows and miseries...† (IV, ii 269-267). Through this Brutus again tries to persuade Cassius that they must not miss their opportunity or they might repent it later. Such is also the meaning when Brutus later says â€Å"On such a full sea are we now afl oatRead MoreBlood Red Horse1335 Words   |  6 Pagesat times, such as when addressing the king, most commonly use informal language and their own forms of slang. This is partially as a result of the plethora of dialogue in the novel. A great deal of the story is of characters speaking. Finding rhetorical devices within the novel proved to be quite difficult. One or two of each device could be located, at the most, every couple of chapters. An analogy, as well as a litote and a simile, is present when the brothers go to war. Their father eventuallyRead MoreEssay on Analysis of major characters in 19841116 Words   |  5 Pages Analysis of Major Characters John - Although Bernard Marx lt;javascript:CharacterWindow(http://www.sparknotes.com/lit/bravenew/terms/char_2.html, 0b1405ef1f, 500);gt; is the primary character in Brave New World up until his visit with Lenina lt;javascript:CharacterWindow(http://www.sparknotes.com/lit/bravenew/terms/char_4.html, 55db940fc2, 500);gt; to the Reservation, after that point he fades into the background and John becomes the central protagonist. John first enters the storyRead MoreSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail†1708 Words   |  7 PagesSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail† Martin Luther King Jr. was arrested on April 12, 1963, in Birmingham, for protesting without a permit. The same day that King was arrested, a letter was written and signed by eight clergymen from Birmingham and titled â€Å"A Call for Unity†. The letter called for ending demonstrations and civil activities and indicated King as an â€Å"outsider†. On April 16, 1963, King responded to their letter with his own call, which has come toRead MoreThe Emotional vs. the Rational: Comparion of The Nymph ´s Reply to Her Shepherd and The Passionate Shephard to His Love1617 Words   |  7 PagesThe Emotional versus the Rational: A Literary Analysis and Comparison between Sir Walter Raleigh’s â€Å"The Nymph’s Reply to Her Shepherd† and Christopher Marlowe’s â€Å"The Passionate Shepherd to His Love† Seize the day, and put the least possible trust in tomorrow—Horace Horace’s statement on first glance, especially in light of treatment of thematic issues related to carpe diem poetry, might have a ring of truth to it, and might appear to be a reasonable and logical statement. It puts forward theRead MoreA Rhetorical Analysis Of Dr. Martin Luther King On The Church1256 Words   |  6 PagesA Rhetorical Analysis: Dr. King on the Church Missionary and Professor Charles Porter vocalizes a profound point during a lecture, â€Å"The only person who justifies us is Jesus.† This speaks measures regarding the Church and their responsibility to uphold justice. As people who claim to follow Jesus, the Church should be leading the charge against injustice. However, in the past century it failed to act upon the injustice of segregation. Analyzing Letter from Birmingham Jail, it becomes clear thatRead MoreRhetorical Analysis, Global Warming - the Great Delusion1310 Words   |  6 PagesKevin Breuninger Prof. Jerry Phillips Prof. Harris Fairbanks English 3633W 23 February 2012 Rhetorical Analysis, â€Å" Global Warming – The Great Delusion† Matt Patterson argues in â€Å"Global Warming – The Great Delusion† that the alleged scientific consensus surrounding the theory of global warming is based not on fact, but rather on a web of mass hysteria and deceit. Patterson contends that â€Å"In fact, global warming is the most widespread mass hysteria in our species’ history†, and that the beliefsRead MoreIdentify Irony in Flanners Oconnors a Good Man Is Hard to Find1421 Words   |  6 PagesThe Irony in Flannery O’Connor’s Irony is a significant rhetorical technique used in demonstrating a condition which is conflicting or expression whereby the result is the exact opposite of what is anticipated. This device of literature creates absurdity in the story according to its tone. Irony has an element of indirectness hence making the writing interesting to the reader. In the story of Flannery O’Connor’s â€Å"A Good Man is Hard to Find,† Irony has aided deeper comprehension and understanding

Why was there a revolution in March 1917 Free Essays

Russia was a very backward country compared with the other European countries. There were few factories before 1890 and there had been little industrial development in Russia. By 1990, however, many peasants were leaving the countryside to work in the towns and industry made twice as much in 1990 as in 1890. We will write a custom essay sample on Why was there a revolution in March 1917? or any similar topic only for you Order Now This meant that towns like Moscow and StPetersburg grew up quickly. In these towns grew slums where the working class, that had previously not existed at all, lived. The increased population of the towns meant there was more pressure on Russia’s farmers to produce more food, which could not be done with the medieval farming methods still in use. In other words Russia was in the middle of an industrial revolution when the Tsar was forced to abdicate in 1917. All other European countries had been through the same process, but without such a drastic side effect. Whereas in England and France the government had changed to accommodate the needs of the new social order, in Russia these changes had been used as an excuse to get rid of the Tsar. Therefore, it was largely the Tsar’s inadequacy as a ruler and the mistakes he made that led to a revolution in 1917. Tsar Nicholas was not a strong ruler and was out of touch with the needs and realities of his country. He himself was extremely wealthy and surrounded by only the good things in life, and associated only with the aristocracy. He ruled as an autocrat, unaided by any parliament. Nicholas succeeded in keeping power by the secret police, the Okhrana, military power and censorship of the press. Nicholas believed he was chosen by God. Influenced by one of his ministers, Pobedonostev, he forced the Russian Orthodox religion on other ethnic groups, especially the Jews, and on the people in schools, the army and work places. This made him even more unpopular than before, with his use of terror to oppress his people. In 1905, there was nearly another revolution. The causes of that demonstrated the bad feeling against the Tsar, as did the number of anti-government publications when censorship was relaxed in 1903, and the strikes and demands when the Tsar tried to set up government-approved unions. In 1904 Tsar Nicholas tried to unite his country by going to war with Japan over parts of the crumbling Chinese Empire. This led to many humiliating defeats and a display of Russian incompetence in organisation. This further increased the bad feeling towards the Tsar. All these, coupled with failed harvests and low wages, resulted in a peaceful protest on 22 January 1905, which was led by Father Gapon. Father Gapon organised a strike and a petition that requested better working conditions, an elected parliament and an end to war. He marched with the workers to present the petition to the Tsar at the winter palace, not knowing that he had left the day before. When they arrived at the palace, the soldiers turned on the crowd and started firing. That day became known as ‘Bloody Sunday’. In the same year, the Tsar’s uncle was shot, there was an increase in peasant riots, there was mutiny on the battleship Potemkin, printers went on strike and there was a general strike where practically everything closed down towards the end of the year. Tsar Nicholas survived the events of 1905 because then and afterwards the army supported him, and made sure that by March 1906 all revolution was crushed and its leaders were either dead, exiled or in hiding. Nicholas was lucky in that the great massof peasants blamed the land owners and not himself, and that censorship of the newspapers was still in place. He also protected himself by agreeing to the October Manifesto. This was a list of promises given by the Tsar that was drawn up by Witte. Included in it were promises for a Duma or parliament elected by the people, civil rights, uncensored press and the right to form political parties. This was successful in taking pressure off the Tsar and secured the middle class’s support of the government. It did not, however, satisfy the revolutionaries and later on it appeared that they were right in regarding the Manifesto with suspicion. Although there was freedom of expression, newspapers were fined if they printed anything offending the Tsar, and the Duma was so limited that it was virtually ineffective. In it the proletariat and the peasants were highly under-represented. Even so the Tsar failed to accept it as a governing body and it was only by the time of the fourth Duma that he begun to work with it. After 1905, life did begin to change in Russia and a key figure responsible for these changes was Stolypin, the Prime Minister appointed by the Tsar. He used the army to exert the Tsar’s power in the countryside by setting up military courts that could sentence and hang a person on the spot. The hangman’s noose became known as Stolypin’s necktie. The terror this caused was heightened by the still-active Okhrana that had many informers. People were required to carry internal passports and travellers to register with the police of the area they were staying in. In 1911, Stolypin affected changes in the countryside to make agriculture more productive. Peasants could buy land from their neighbours with money borrowed from a peasant’s bank set up by Stolypin. The aim in this was to create a wealthy class of peasants loyal to the government, kulaks. 15% took up this offer and Stolypin’s theory appeared to have worked with record harvests in 1913. The poorer peasants became labourers or factory workers. Four million were encouraged to cultivate land along the Trans-Siberian railway but found that it was already taken by rich land speculators. They then returned, angry, to European Russia. In the towns there was an industrial boom that meant production increased by 100% between 1906 and 1914. The workers, however, did not benefit from this increase with the average wage being under what it was in 1903. In 1912, an important strike took place in the Lena goldfields in Siberia that led to 170 dead workers and 375 wounded. This had a similar effect to Bloody Sunday and gave way to many workers’ protests. These changes affected some, even if very little, improvements in Russia and would have led to more had had they not been interrupted by the First World War. The war meant that the fourth Duma had to be dismissed, just when the Tsar had begun accepting it. However, at first the war seemed good for Russia; initially there were successes and the people supported the Tsar but even at first the similarities to the Russo-Japanese war were obvious, except that the effects would be far worse as it would be a far longer war, giving the Tsar more time to make mistakes. The early enthusiasm for the war dwindled quickly as losses mounted high. The soldiers went to the front without proper warfare or equipment as basic as boots for the cold and wet. They blamed their officers for their ill organisation. Life was hard in the towns also. There was little food and what there was, was sent to the soldiers but often did not get to them. People were starving in the cities and there were huge bread queues. Prices went up as there was a shortage of nearly everything but the workers’ wages did not. Coal was unavailable and as the factories closed. People were hungry, cold and unemployed. Morale also dropped as stories from the front told of misery and defeat. In September 1915 Tsar Nicholas made a great mistake by taking over the running of the war. This was such a massive error because the people now blamed him for the suffering brought about by the war. It also meant that he left Russia in the hands of Rasputin and Alexandra. The Tsarina was not popular as she was thought to be a German spy and Rasputin was infamous fir his behaviour. Together they replaced the able ministers of the Duma with favourites or men that would do as they were told. The Tsar lost support continually until March 1917 as he was held responsible for the war and things it had caused. By March 1917 the proletariat did not only want their physical needs satisfied but they also wanted political change. On the seventh forty thousand workers from the Putilov engineering works went on strike in Petrograd. The next day they were joined in their demonstrations by thousands of women. Over the next few days men and women demanded food, fuel and better conditions together. On the twelfth soldiers joined the strikers and marched with them to the Duma. Instead of shooting at the crowds, they shot at their officers. The Tsar had lost the support of the army. The Tsar could not survive revolution this time. He had lost the support of the army that had been very important to him in keeping control by suppressing any opposition. Underneath him the people had always been divided into different political factions but this time only a portion of the aristocracy supported him. On 15 March, the railway workers did not allow the Tsar’s train into Petrograd. Certain army officials entered the Tsar’s compartment to ask him to abdicate but the Tsar had already decided to do this in favour of his brother as his son’s medical condition meant that there would be added difficulty to his ruling. However, Russia had had enough of the Tsars. Some people think that abdication was the biggest mistake of all as it meant certain ruination for the Romanovs. The 1917 revolution was the result of a combination of factors. In the short term, the First World War was an important cause, but there was a growing dissatisfaction with the Tsarist regime and the economic and social hardships it caused, that nearly boiled over in 1905. Everything that ever happened or did not happen in Russia could be shown as a reason for it but what made it so significant was what happened after the overthrowing of the Tsar with the Provisional Government and Lenin. How to cite Why was there a revolution in March 1917?, Papers

World Hunger 12 Myths an Example of the Topic Economics Essays by

World Hunger : 12 Myths In one of the most incisive looks enveloping the highly charged topic of World Hunger and various views established and invoked around the world, Francis Moore Lappe, Joseph Collins, Peter Rosset with Luis Esparza, argue that world Hunger eradication efforts have been going askew primarily because of the misconceptions which they term as Myths. In their book, the authors successfully enumerate various popular opinions that are held as either the cause or a remedy to the issue of World Hunger. In doing so, they also suggest ways, supported by robust theory and logic, the correction in the approach to this issue and means to deal with this global menace. Need essay sample on "World Hunger : 12 Myths" topic? We will write a custom essay sample specifically for you Proceed The traditional approaches have been overly simplistic in outlook and thus the policies and procedures adopted to deal with hunger in any geographic location or any nation always met at best with partial success. In busting the popular myths, the authors have given a framework within which concerted efforts can be focused to deal with Hunger and its offshoots like malnutrition, low life expectancy and quality. College Students Often Tell EssayLab support: Who wants to write assignment for me? Essay writers propose: If You Think About Someone To Write Your Paper - Essaylab The Right Place! In popular parlance, the causes that have led to World hunger have been excuses given by rulers and policy makers or tunnel-view researches which have aided in interpreting available global data to the convenience of the proponent of the theory. The two most pertinent myths tackled in the book are Theres simply not enough Food Free Trade is the answer These two reasons are important because the former deals with the root cause of World Hunger and takes a helpless attitude, which is more often than not found as an excuse offered by ruling class, while the latter deals with the over ambitious economic directions which have ended up not alleviating Hunger. To quote, one of the most widely circulated myth is With food producing resources in so much of the world stretched to the limit, theres simply not enough food to go around. Unfortunately, some people will just have to go hungry (Francis Lappe et al.,p. 8). But as the authors point out, in a series of well documented examples, the export pattern of the countries facing acute Hunger problem for their populace, is ironic if not tragic. There are many ways by which countries, which need not host Hunger deaths are becoming world symbols for Hunger. As an example, Bangladesh, which falls roughly 6% short of its food requirement, has the potential in land fertility and water resource availability, to very effortlessly scale up its production to 300% which would make it a genuine Net exporter. Similarly, in the developing countries, Brazil, reported with 70 million cases of under or mal-nutrition, was a big exporter of Food grain. It would be astounding to know that African and Saharan coun tries are net exporters in Agricultural products in spite of being the poster countries for malnutrition, Hunger and related deaths also. Therefore it can be safely deduced that the countries which have acute Hunger indices are also the same that earn their major chunk of foreign exchange reserves are proceeds from Grain exports. This is a classic case of inappropriate distribution and skewed priorities. Besides, continuous pressurizing factors like the international debts have forced the successive regimes to look at Agriculture as an economic tool and not a measure of Hunger alleviation. The Sahelian countries of West Africa, known for recurrent famines, have been net exporters of food even during the most severe droughts( Francis Lappe et al., p. 10) site the authors which goes to prove there were 1) Inappropriate distribution of Food produce and 2) Food production was more of an economic activity than a social obligation. Now let us also look at a popular misconception offered as a remedy for the world Hunger. The second Myth busted by this knowledgeable book is the age old optimistic dream that a free market global economy is the panacea for all the ills that plague the world including World Hunger. This myth has often been sold as the last refuge to eradicate world hunger which idealistically claims that each country should produce what it can at the cheapest possible price so that it can export it, and in turn import what it requires in greater measure. This should linearly translate to increased public wealth with increased exports. In the connected myth that we had discussed earlier increased or sustained exports have done nothing to eradicate hunger, let alone increase prosperity. This has been because the proponents of Free trade and practitioners of Exports are not the poor who can benefit from the increased wealth and buying capacity. The producers, land owners, large growers, processors, exporters, shippers, and others are those that directly benefit out of increased free trade and no logic in the governance guarantees that the benefits will percolate to the needy and the hungry. It is important to bust these two myths form popular parlance and conscience because the former attaches inevitability to the malady while the latter provides a partial remedy which, at the risk of sounding socialist, does not guarantee equitable and equal protection form Hunger. There is either sufficient produce or potential to produce to cater to the ever growing population as demonstrated by the export statistics of the hunger fraught nations. No trade regime can satisfactorily guarantee hunger alleviation unless, the root causes and the fallacious policies adopted to tackle it are not looked into on a priority basis. Besides, free trade is another form of victimization and it removes the safe guards that under developed third countries have and need till they can reach a minimum competence threshold to enter Global trade on their own merit. Integration of trade should be aimed at evening out of the disparities present in the trading system so that a producer of low quality grain is not left holding on to unsold stock and no revenue earned for a whole season of planned toil. Though in many places, the myth busting logics seem as simplistic as the myths that surround the reasons and the ways and means of handling them, still the book is an instant eye opener in the sense that it encourages all concerned to take a long hard look at eh accepted realities and evaluate them in the context of now available evidence. It is indeed sad that a book published in the penultimate year of the last millennium is still required as reference frame work for Hunger management efforts well into the first decade of the new millennium, but it is befitting to the authors insight that it should start several movements of world policy making bodies like in India, Chile, Cambodia, Venezuela, which have started yielding results as reflected in the latest reports of the world Hunger Organization. Works cited Lappe, Francis Moore, et al. World Hunger: 12 Myths. New York : Grove Press, 1998 Hunger Notes. World Hunger Education Service. Updated Sept, 2006.