Starwars1 Essay Example For Students

Starwars1 Essay As I sat in the huge theater awaiting the movie that I had been awaiting so long to see, seen so many trailers before just about every other movie released this year. The previews before this movie seemed ten times more boring than they usually were, then like a thunderous cloud on the horizon the opening scroll began to fly up screen and the traditional Star Wars theme began to play, my mind was racing a mile a minuet awaitingthe action and special affects that I saw on the previews, and also being a huge Star Wars fan anyway, I was even more eager to hear what a wonderful story line George Lucas had come up with this time, little did I know that in comparison to the original Star Wars trilogy this movie was truly bantha fodder. the biggest flaws in this movie in my eyes are 1) the fast pase in witch it flows doesn’t alloy for people seeing this and having itthere first Star wars experience to catch most of the humor and important background information. The opening scene wit h Obi-wan Kenobi and Qui-Gon Jin talking in the Federation Space Ships meeting room is a perfect example of that. Obi-Wan make a remark about â€Å"having a bad feeling† and if you have never seen a Star Wars movie before this is nothing but a bunch of cheep acting to create a sense of fear and uncertainty thatyou already knew you were going to have pushed on you in a few moments when the two heroes are gassed and shot at by battle droids. This point is also clear in the choice of Ian Macdermid as Senator Palpatine, and also as the sinister Darth Sidious. IF you have never seen the Emperor from Return of the Jedi wearing his long black cloaks and talking in almost perfect English how could you piece together the clues left behind pinning the 2)Most of the major action and massive special effects were already viewed in either the movie trailers viewed in theaters everywhere or on the previews seen on TV I was at a loss when I already knew what the outcome of every major scene in the movie would be. The underwater beasts of the great oceans of Adda Gunga where in extremelylife like, but it lost affect when I had already seen them four time already. Possibly thegreatest part of this movie, the fighting scenes between Darth Maul(Ray Park) and the JediGui-Gon jin and Obi wan Kenobi (Liam Neison and Ewan McGregor), was shown almostin its entirety during the movie previews! This movie was however not all that bad to a die hard Star Wars fan like myself. Igot lost in the plot twists and foreshadowing that only a true die hard fan would trulyunderstand. The fast pace of this movie does not allow you to get bored, and it did notbog me down with lots of back information about the other movies, but instead it seemedto be like an independent film at the beginning of what could be a great series of movies tocome. That one fact is in my eyes what saved this movie, George Lucas did a great job atmaking a movie that must in a sense â€Å" set the stage† for the o ther great Star Wars moviesafter the fact that they have already had astronomical sucess almost a decade beforeepisode one was even a dream in Lucas’ mind. We will write a custom essay on Starwars1 specifically for you for only $16.38 $13.9/page Order now When looking from an over all view I would give Star Wars: episode 1-ThePhantom Menace- a B+, but looking from a true fan’s perspective I give it a definite solidA. I guess it all get down to if you haven’t seen this movie yet, even after all the mediahype and merchandise sales preceding its release then I recommend you do, you will notbe sorry, and who knows for all you people out there who have the opinion â€Å" Star warssucks† this movie may change your minds. .u71e8de67d5ad1a04a7c98593f9c09375 , .u71e8de67d5ad1a04a7c98593f9c09375 .postImageUrl , .u71e8de67d5ad1a04a7c98593f9c09375 .centered-text-area { min-height: 80px; position: relative; } .u71e8de67d5ad1a04a7c98593f9c09375 , .u71e8de67d5ad1a04a7c98593f9c09375:hover , .u71e8de67d5ad1a04a7c98593f9c09375:visited , .u71e8de67d5ad1a04a7c98593f9c09375:active { border:0!important; } .u71e8de67d5ad1a04a7c98593f9c09375 .clearfix:after { content: ""; display: table; clear: both; } .u71e8de67d5ad1a04a7c98593f9c09375 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u71e8de67d5ad1a04a7c98593f9c09375:active , .u71e8de67d5ad1a04a7c98593f9c09375:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u71e8de67d5ad1a04a7c98593f9c09375 .centered-text-area { width: 100%; position: relative ; } .u71e8de67d5ad1a04a7c98593f9c09375 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u71e8de67d5ad1a04a7c98593f9c09375 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u71e8de67d5ad1a04a7c98593f9c09375 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u71e8de67d5ad1a04a7c98593f9c09375:hover .ctaButton { background-color: #34495E!important; } .u71e8de67d5ad1a04a7c98593f9c09375 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u71e8de67d5ad1a04a7c98593f9c09375 .u71e8de67d5ad1a04a7c98593f9c09375-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u71e8de67d5ad1a04a7c98593f9c09375:after { content: ""; display: block; clear: both; } READ: INTERNAL-COMBUSTION ENGINE EssayBibliography:

Herodotus essays

Herodotus essays Herodotus was a Greek historian, generally called the Father of History. The work of Herodotus is the oldest surviving major Greek prose and the first history in Western civilization. He was born at Halicarnassus, a Greek state under Persian rule, in southwestern Asia Minor. After a civil war, he left his homeland for good and spent some time in nearby Ionia. Then he traveled widely: as far south as Elephantine in Egypt; eastward into Asia to Babylon; and north to the far coast of the Black Sea. He lived in Periclean Athens for a while and took part in the Athenian colonization of Thurii in southern Italy in 433. Since he referred to early events of the Peloponnesian War, he must have lived past 431. His tomb was later shown at Thurii, but it is possible that he died in Athens, where he recited some of his history. The preface of his history begins, These are the researches of Herodotus of Halicarnassus, which he publishes, in the hope of thereby preserving from decay the remembrance of what men have done. He sought to describe and explain great wars before his own generation. To Herodotus, two ways of life were opposed to one another in these wars-the freedom of the Greeks and the despotism of the Persians; nevertheless, he was so fair to the Persians that he was called in later ages friend to the barbarian. Herodotus was also deeply interested in the geography and ethnography of the lands he had visited, and he discussed the customs he found there in great deal. As he states in Book II, chapter 123, of his history, I propose to myself throughout my whole work faithfully to record the traditions of the several nations, particularly if they produced entertaining stories. His account, however, does not take up the period of myth and epic to any extent. He was skeptical of the story of King Minos thalassocracy in Crete, and he doubted that Helen ever went to Troy...

How to Use the Metric System in Spanish

How to Use the Metric System in Spanish You may speak Spanish well, but if youre talking to typical Spaniards or Latin Americans using inches, cups, miles, and gallons, chances are they wont understand you well even if they know words such as pulgadas and millas. With a few exceptions- among ​them, Spanish speakers inside the United States- Spanish speakers throughout the world use the metric system of measurements in everyday life. Although local or indigenous measurements are in use in some places, and American/British measurements are occasionally used for some specific instances (gasoline is sold by the gallon in some parts of Latin America, for example), the metric system is universally understood in the Spanish-speaking world. The metric system has widespread usage even in Puerto Rico, even though it is a U.S. territory. British Measurements and Their Metric Equivalents in Spanish Here are the most common British measurements and their metric equivalents in Spanish and English: Length (Longitud) 1 centimeter (centà ­metro) 0.3937 inches (pulgadas)1 inch (pulgada) 2.54 centimeters (centà ­metros)1 foot (pie) 30.48 centimeters (centà ­metros)1 foot (pie) 0.3048 meters (metros)1 yard (yarda) 0.9144 meters (metros)1 meter (metro) 1.093613 yards (yardas)1 kilometer (kilà ³metro) 0.621 miles (millas)1 mile (milla) 1.609344 kilometers (kilà ³metros) Weight (Peso) 1 gram (gramo) 0.353 ounces (onzas)1 ounce (onza) 28.35 grams (gramos)1 pound (libra) 453.6 grams (gramos)1 pound (libra) 0.4563 kilograms (kilogramos)1 kilogram (kilogramo) 2.2046 pounds (libras)1 American ton (tonelada americana) 0.907 metric tons (toneladas mà ©tricas)1 metric ton (tonelada mà ©trica) 1.1 metric tons (toneladas mà ©tricas) Volume/capacity (volumen/capacidad) 1 milliliter (mililitro) 0.034 fluid ounces (onzas fluidas)1 milliliter (mililitro) 0.2 teaspoons (cucharaditas)1 fluid ounce (onza fluida) 29.6 milliliters (mililitros)1 teaspoon (cucharadita) 5 milliliters (mililitros)1 cup (taza) 0.24 liters (litros)1 quart (cuarto) 0.95 liters (litros)1 liter (litro) 4.227 cups (tazas)1 liter (litro) 1.057 quarts (cuartos)1 liter (litro) 0.264 U.S. gallons (galones americanos)1 U.S. gallon (galà ³n americano) 3.785 liters (litros) Area (superficie) 1 square centimeter (centà ­metro cuadrado) 0.155 square inches (pulgadas cuadradas)1 square inch (pulgada cuadrada) 6.4516 square centimeters (centà ­metros cuadrados)1 square foot (pie cuadrado) 929 square centimeters (centà ­metros cuadrados)1 acre (acre) 0.405 hectares (hectreas)1 hectare (hectrea) 2.471 acres (acres)1 square kilometer (kilà ³metro cuadrado) 0.386 square miles (millas cuadradas)1 square mile (milla cuadrada) 2.59 square kilometers (kilà ³metros cuadrados) Of course, mathematical accuracy isnt always necessary. For example, if you remember that a kilogram is a bit more than 2 pounds and a liter is a bit more than a quart, thats close enough for many purposes. And if youre driving, remember that a speed-limit sign that says 100 kilà ³metros por hora means you shouldnt be driving more than 62 miles per hour. Sample Spanish Sentences Involving Measurements  ¿Realmente necesitamos 2 litros de agua al dà ­a? (Do we really need 2 liters of water per day?) El hombre ms grande del mundo tenà ­a 2 metros 29 de estatura y un peso de 201 kilogramos. (The tallest man in the world had a height of 2.29 meters and a weight of 201 kilograms.) El territorio mexicano abarca una superficie de 1.960.189 kilà ³metros cuadrados sin contar sus islas o mares. (The Mexican territory covers an area of 1,960,189 square kilometers not counting its islands or seas.) La velocidad de la luz en el vacà ­o es una constante universal con el valor 299.792.458 metros por segundo. (The speed of light in a vacuum is a universal constant with a value of 299,792,458 meters per second.) Los hoteles de esta zona deben tener la habitacià ³n doble de 12 metros cuadrados mà ­nimo. (Hotels in this zone should have double rooms of at least 12 square meters in area.) La diferencia de 10 centà ­metros no se percibe ni importa. (The difference of 10 centimeters is neither noticeable nor important.) Hay casi 13,000 kilà ³metros entre Londres y Johannesburgo. (There are almost 13,000 kilometers between London and Johannesburg.) Key Takeaways All Spanish-speaking countries use the metric system, although British and indigenous measurements sometimes have specialized uses.Outside the United States, most native Spanish speakers are unfamiliar with everyday British measures even if they understand what the words mean.The Spanish words for metric units are very similar to the corresponding English words.

Discrimination in the Workplace Essay Example | Topics and Well Written Essays - 1000 words

Discrimination in the Workplace - Essay Example These needs should make all employees feel as if they are their own managers or bosses. In addition, an efficient job design in criminal justice agencies should provide employees with a prospect to learn different things in the job setting. It should also attract help and respect from colleagues, increase meaning in an employee’s work, and promote a future that is desirable (Allen, 1993). Job design in criminal justice agencies should take into consideration the Americans with Disabilities Act provisions in creating accommodations that are reasonable to employees who are disabled. The Americans with Disabilities Act is established to safeguard the disabled people’s civil rights. The protection is the same to that which protects individuals of different ethnic backgrounds, religions, and races. Criminal justice agencies should have a job design that incorporates the Americans with Disabilities Act so that all employees with disabilities can wholesomely access and partici pate fully in every societal event. Job design in criminal justice agencies should be made in a way that eliminates any barrier that may refuse disabled persons equivalent chance and job access, telecommunications, organization’s services, and transportation (Allen, 1993). The Americans with Disabilities Act constitutes five distinct parts. The first part is related to employment. The job design in criminal justice agencies should incorporate the employment part of the Americans with Disabilities Act when making their employments. This part forbids any form of employment discrimination against people who are disabled and qualified. Part two is concerned with public services. Criminal justice agencies should design their activities, services, or programs in a nondiscriminatory manner. For example, transportation services in any justice agency should take into consideration all employees including those who are disabled. The agencies should eliminate communications and architec tural obstacles in a new construction or any ongoing one (Colker & Milani, 2005). For instance, their offices and buildings should be manageable to disabled people and those who use wheelchairs. Part three comprises commercial facilities and public accommodations. A criminal agency should permit their disabled employees to get involved in the services and products provision. Their office buildings and public accommodation places should be easily accessible to people who are disabled. Part four constitutes telecommunications. The agencies should corporate with phone companies to provide relay services for people with speech and hearing impairments. The fifth part of the Americans with Disabilities Act comprises miscellaneous, technical and legal specifications. This should direct the criminal justice agencies the guidelines to provide equal or sufficient rights protection to all disabled persons (Colker & Milani, 2005). Nonetheless, accommodations that are reasonable should be adopte d unless they are expensive or of significant difficulty. Question 2 George Lane and other disabled individuals sued Tennessee for not accessing the top floors of Tennessee state courthouses. They argued that they were not allowed to enter the building because of their disabilities. Tennessee violated the second part of the Americans with Disabilities Act. This part is concerned with public services. In addition, this part of the Americans with Disabilities Act permits people who are victimized to sue for damages. On the other hand,

Live Theatre performance Review Assignment Example | Topics and Well Written Essays - 750 words

Live Theatre performance Review - Assignment Example Summary of the Play The plot of the play is based on a story by Agatha Christie revolving on a murder mystery. It began showing in 1952 and till now has been playing repeatedly in West London and other numerous cities and countries including the USA. The play is based on two acts. The first act is based on two scenes, with the first scene being titled as The Great Hall, Late Afternoon, where four guests arrive at the Monkswell Manor. A murder has been reported in the local paper and with the arrival of the fifth stranger; these guests grow uneasy as they become stranded in the snow. The next scene is titled as ‘The Same, The following day after lunch’ where conflicts between the guests increase and Sergeant Trotter comes to inform about the murderer at loose. Even as the guests began fearing each other, one of them is murdered. The second and last act of the play is titled, ‘The Same, Ten Minutes Later’ and in this act the identity of the murderer is reveale d after investigations conducted by Sergeant Trotter. The play ends in a weird twist where one finds that Sergeant Trotter himself is the actual murderer. Critique Acting The actors of the play were seasoned actors who have already done acting for many other plays. For this reason, they were quite believable and had the power of conviction towards their roles. The actor, Matt Patton who played the role of Christopher Wren was my favorite. The reason behind this was the way Patton allowed his own distinctive personality to be obvious in the role of Christopher Wren, without affecting the credibility of the character. Patton made quite an impression on the audience despite his small role in the actual play. Another actor worth commenting was Candyce Hinkle who played the role of the passionate Mrs. Boyle. Hinkle developed a good understanding of the character and she induced the spirit in the play that is specially needed for theatre performances. Hinkle brought the required spirit in the play through her intense body language which stole the limelight from the rest of the characters to a certain extent. Also Hinkle was able to perfectly manage the articulation and volume of her script so that her character became more believable as ever. Sergeant Trotter played by Don Bolinger was also one of my favorites. This was because Bolinger was as believable as a sergeant as he was as a murderer. The body language and gestures lend credibility to the actor as a whole. However, there were few actors who failed to give their best to the script. One of them was Eric Harrison who played the role of Major Metcalf. Eric Harrison was not able to develop his distinctive personality in such a short time and remained in the background on account of the acting skills of Mrs. Boyle who overshadowed Major Metcalf. The Design The set of the play is one of the most important aspects of the play. Since the play was written in 1952, the director and set designer had to relate to that ti me period. They did their best to incorporate a general theme of that era but to a certain extent they failed as modern objects were also placed in the set, including the decoration pieces. One could easy feel that the director placed more importance on the actual acting rather than the set design of the play. The director however was able to use the lights properly to convey the mood of the play. The play required intense dark lights at certain point while at other times a bright halo had to cast such as at

Reading Teacher Essay Example for Free

Reading Teacher Essay How should the proper balance between teacher freedom and responsibility be determined? Position 1: Fir increased Academic Freedom: * Schools are at the center of local debates about touchy subjects such as, morals, sex and sexual orientation, religion, politics, economics, racism, and a host of other social value controversies. * Censorship denies, defeats, or diminishes academic freedom! * Sex, Politics, and Religion: A few Cases * A parent in Loathe, Kansas, demanded that John Steinbeck’s Of Mice and Men be banned from the school curriculum and classroom because the book is â€Å"worthless† and â€Å"profanity filled. † The Majority rejected the effort. * In Oakley, California, some parents wanted the same Steinbeck book banned for racial descriptions. * Schools use the popular Philip Pullman book The Golden Compass was protested by a group of parents and Christian leaders in Winchester, Kentucky; because Pullman was call â€Å"an atheist† and the book â€Å"anti-Christian. † * A high school history teacher in Denver Public Schools was dismissed because the city newspaper published his and other candidates’ views as they ran for congressional seat† the district thought his views were too controversial. He won the case but the district limited him to teaching Basic English and erased his teaching history. * A high school student paper in Bakersfield, California, was prohibited from publishing a story with interviews about gender identity, but a county judge ruled that student to have the right to exercise freedom of speech. * Most frequently banned books: Harry Potter, Diary of Anne Frank, Catch-22, Farewell to Arms, Deliverance, The great Gatsby, Adventures of Huckleberry Finn, To Kill a Mockingbird, The Chocolate War, and Slaughterhouse Five. Even some comic books suffered censorship. * Most censored authors: Judy Blume, Mark Twain, Maya Angelou, John Steinbeck, J. D. Salinger, Toni Morrison, R. L. Stine, Maurice Sendak, William Golding, and Rovert Cormier. * Quotes about censorship from famous figures: * Supreme Court Justice Potter Stewart: â€Å"Censorship reflects a society’s lack of confidence in itself. † * Historian Henry Steele Commanger: â€Å"Censorship always defeats its own purpose, for it creates in the end the kind of society that is incapable of real discretion. † * Actress, playwright, screen writer, and sex symbol Mae West: â€Å"I believe in censorship. I have made a fortune out of it. * Climate of Fear * Challenges to school and library books have been 400 to 500 per year over the past three decades. A lot of the challenges were mostly by individual parents. Organized efforts have joined. * Parents Against Bad Books in Schools (PABBIS) and safelibraries. org. * On safelibraries. org they have published the most shocking and inappropriate segments of each book. * A lot of schools try to limit controversy by passing strict policies that are even sometimes illegal. * Good school districts have splices and practices that promote academic freedom which doesn’t allow for parents, students, and the public to challenge or raise questions about what is taught and how. * What happens? Teachers lose jobs, students can be suspended, and teachers avoid controversy, and education suffers. * We need freedom: Intellectual freedom! * A Necessity, Not a Frill * Academic Freedom = Free Society, which is what our Nation was founded on. * It is increasingly important for teachers to become more active advocates for academic freedom in public discourse and in political arenas. * Democratic education requires debate and discourse – only with teacher freedom can this happen. * Freedom to teach and learn is basic to good education. * Arguments against Academic Freedom * Based on traditional ideas that teachers are not â€Å"scholars,† they have a captive audience, they can influence impressionable minds and they are public employees subject to the will of board and administrators. * The argument against those that believe in those traditional ideas is that our education system now requires teachers to have scholarly qualities; students are expected to inquire and challenge rather than just be a captive audience. * Mischief in Defining Academic Freedom * Zealots everywhere (Zealot being someone who believes their way is superior) has tried to use schools as agents to impose their views and values on the young. They don’t want schools to present opposing views or conflicting evidence and are against real critical thinking. * Academic Bill of Rights – is a bill of rights that demands neutrality for institutions and requiring a diverse faculty along political lines. This bill of rights is for colleges but is popping up in precollegiate schools. * Academic Freedom Petition – a single-issue document that argues that academic institutions should ensure student and teacher freedom to discuss scientific strength and weaknesses of Darwinian evolution. * The problem with these two laws/bills is that they contain seeds of censorship and self-censorship to avoid controversial subjects. This twisted use of academic freedom can cloud the more valuable condition needed for critical thinking in schools and colleges. * A threat to academic freedom – self-censorship – When teachers screen ideas from classroom use in order to avoid controversy. * Conclusion: Fear threatens academic freedom! * The Essential Relationship of Academic Freedom to Democracy. * Democracy states that people are capable of governing themselves. People can make knowledgeable decisions and select intelligently from among alternative proposals. * The Evolution of Expansion of Academic Freedom. * We have adopted German theory – Lehrfreiheit and Lernfreiheit – the freedom of teachers to teach and learners to learn without institutional restrictions. * Socrates – was said to be sinful and wicked because he and his students had the freedom to pursue truth. All wickedness, he argued, was due to ignorance; freedom to teach and learn would uncover knowledge, eliminate ignorance and improve society. The judges at that time did not agree and Socrates was sentenced to death. * Courts, in general, have exhibited an expanding awareness of the need for academic freedom in schools and have provided protection for teachers. * Educational Grounds for Academic Freedom * Where if not in schools will students be able to explore and test various ideas, new concepts, and challenge propaganda in a safe and guided environment? * The classroom serves as a â€Å"safe place† to explore without social condemnation or ridicule. * Education consists of ideas and challenges, increasingly sophisticated and complex. * Learning best occurs as people test new ideas against their own experiences and knowledge. – that testing requires academic freedom. * Not operating in this manor will risk conformity. Students will not examine controversial material in schools that students will not be challenged and participate in critical thinking. * The Center of the Profession * Basically we’re currently trained and we know what we’re doing. Professional Development and certification has equipped us uphold ethics and values. * A professional teacher must be free to examine controversial issues openly in the classroom. * Teacher jobs must not be at risk because they explore controversial material or consider ideas out the mainstream. * We need individuality. * Academic Freedom and Teacher Competency: the Tenure Process * Non Tenure Incompetent teachers do not deserve and should not receive that extra protection; they should be dismissed if a fair and evidential evaluation find them incompetent. * Teacher competence is a mix of knowledge, skill, and judgment. * Knowledge of the material. * Of the students in class * Professional skill in teaching. * Professional judgment. * Under tenure law teachers cannot be fired without due process and legitimate cause. The tenured teacher who is threatened with firing has a right to know specific allegations, a fair hearing, and an evidentially based decision. * Obstacles for Academic Freedom * Religious schools sometimes fired teachers for anti-moralistic requirements, sin, not attending religious services, and not exhibiting sufficient religious enthusiasm. * At the beginning of the nineteenth century teachers were fired for not remaining single, avoiding drinking and smoking, dancing, political views, etc. * At the first half of the twentieth century, political restraint and censorship replaced religious and moralistic restrictions on teachers. * John Dewy and other scholars founded the American Association of University Professors in 1915 which recognized that even then all teachers, not just those in colleges, needed academic freedom. * Some states have tons of censorship attempts each year by parents, school boards, administrators and parents. * The internet * Scare tactics are set up to block access to many â€Å"good† internet sites (our school, example). * Many teachers avoid significant topics to sterilize to the point of student boredom. * National Coalition Against Censorship has been created. Position 2: For Teacher Responsibility * Teachers use classroom for political platforms (especially in colleges). * Power and Responsibility in Teachers * Teaching is among the most influential position in society. Teaching is next to parenting in its power to carry values and ideas from generation to generation. * The influence of teachers goes will beyond the classroom doors, school grounds, and school term; teachers exert influence that can last for years and even lifetimes. Teacher’s ability to influence their students is a huge responsibility. * Parental Rights * If parents can be held accountable for their children, so should teachers. (Even though they don’t) * Schools must give supportive social and family values among our youth. * Public school teachers are even more accountable than private ones to the community and to parents for what they teach and how. * Teacher Responsibilities to Parents * Teachers must remain sensitive to parent interests. * Teachers have responsibilities for providing a safe, healthy classroom environment, and assume protective moral ethical and legal duties. * Parents sometimes don’t know what’s going on in the classroom until the damage is already done. * Parents have the right to monitor. * PABBIS lets parents see various pieces of literature and provides evidence to help them make rational judgment about the material. * Internet Access is becoming a huge problem. * There exists a serious problem in Internet usage when websites continue inhumane, anti-American, racist, Antiauthority, sexual, antireligious or other inappropriate material that can be accessed at schools. * Teacher Responsibility to Children. * Children are vulnerable * Children look to teachers for direction. * Children are immature and unformed. Teachers must be careful. * Teacher Responsibility to Society * Society trusts teachers to develop the young into positive, productive citizens. * Teacher Responsibility to Their Profession. * Teachers can be the key to good education, or poor education * Teachers have the responsibility to recognize children’s needs and academic development. * Teacher Irresponsibility * Tenure covers poor teachers and socially dangerous teachers. * Sometimes teachers will start to threat a school with atheism, Satanism, sicalism, communism, and take other extreme positions after they’ve been tenured. Deeming themselves as â€Å"untouchable. † * Tenure laws make it almost impossible to rid schools of poor teachers. * Academic Freedom of License * A license to teach is not a license to impose one’s views on others. * Sometimes teachers who â€Å"mind bend† for years and teach in an unethical manor gets by because administration is afraid to reprimand them. * Tenure teacher firing is rare. * Tenure laws create burdensome requirements that save teacher jobs even when those teachers have demonstrated a lock of respect for parents, students, and community values. * We need to make it easier to fire teachers. * 18 states have modified tenure regulations; the Education Commission of the States website shows current state approaches. Idaho has completely eliminated teacher tenure and other states are considering major reform. * Conclusion : * Teachers deserve respect and appreciation for their contributions to society, decent salaries, and comfortable working conditions.

Life After Death :: essays research papers

What is going to happen to us when we will die? Some people never considered what it could happen to them after life. For many people, death is a redoubtable event because they do not know what to expect after their death. However, other persons, such as religious people are conscious of what to expect after their death because of their beliefs. Each religion has different ideas and different ways of looking life. Death, therefore, is viewed by different religions in many ways. Although, different religions have a distinct conception of death, they all have something in common: they all give hope to people. Among all different religions in the world, four of the most common ones - Catholic, Jewish, Islamic, and Hindu- view death in different ways.   Ã‚  Ã‚  Ã‚  Ã‚  One way in which death can be viewed comes across the Catholic religion. The Catholic believers look life after death in a prospective of three different worlds, such as Hell, Purgatory, and Paradise according to the deeds committed during life. If a person during his or her lifetime committed any sins, this person’s next world will be the Hell. The traditional view in which people refer to hell can be found in the book written by Dante Alighieri, â€Å"La Divina Commedia†. The book states that the formation of Hell was given by the crash of Lucifer (the angel that wanted to be better than God) from the sky onto the earth. Crashing on the Earth in Jerusalem, his head formed an upside down cone inside the Earth. This is where is located the Hell. In the Hell, people pay for their sins with different penitences (12-13). For instance, a person that committed homicide will freeze in a lake frozen by the breath of Satan (XXXIV canto). If a person during h is or her life commits any sins but asks for forgiveness, then he or she will go to the Purgatory. The purgatory is represented by an island with a mountain (23). One source states that â€Å"Purgatory is very similar to Hell; the main difference is that one will eventually be released from torture. The souls that go in the Purgatory are tortured with fire. These souls remain in purgatory until they become sufficiently purified to enter heaven†(2). For example, if a soul in the purgatory asks for forgiveness and pays the punition with some tests, the soul will be released and moved immediately to Heaven (2).

Symbols and Motifs in King Lear

The issue of blindness is associated most obviously with Gloucester, who is blinded in the course of the play. It is peculiarly right for Gloucester’s eyes to be the organs through which he is tortured.  Ã‚   Gloucester thought he saw the truth about his sons, but was in fact blind.   With his eyes put out he does indeed see the truth. â€Å"Gloucester before he lost his eyes was spiritually blind, and could not tell the difference between a good son and a bad† (Muir, lx). It is this physical suffering that brings out the long debilitated moral stamina that has underlain his sympathy. Losing his eyes enables him to reach heroic and tragic proportions. He surely has the right to say, â€Å"All dark and comfortless† (III, vii, 84).   There is no irritating shadow of egotism on his accounts of his predicament. And when he learns that Edmund has betrayed him, his response is astonishing and wonderful: â€Å"O my follies!   Then Edgar was abused. / Kind gods, forgive me that and prosper him (III, vii, 90-1).   He knows that his injury to Edgar can never be forgiven:You cannot see your way.I have no way, and therefore want no eyes;I stumbled when I saw†¦.(IV, i, 17-19).Gloucester’s blindness is also a reflection of the unreformed Lear’s arrogant folly, and his inability to tell a good daughter from a bad, until he has been through his own ordeal.The StormIn III, i, the Gentleman gives us an account of Lear’s behaviour which shows him as, in a way, indulging in a sort of theatrical display, enjoying the spectacle of himself suffering in the storm.   The storm seems to appeal to Lear as a sort of melodramatic setting for a display of what is at this point his martyr-like self-pity. â€Å"tears his white hair†¦/ Strives in his little world of man to out-storm / The to-and-fro-conflicting wind and rain† (III, i, 6-10).   But Lear has not yet reached the truth about himself.   This is important be cause it is tempting to see the storm as a symbolic event, and Lear as man in the abstract contending with the forces of evil.   Shakespeare makes us stand back from Lear still, and not identify with him. The real meaning of the storm lies in the thought that it was inhumanly cruel of the daughters to shut him out on such a night.Certainly Kent’s description of the peculiar severity of the storm prompts one to see it as more than just a physical event. He has never in his life seen â€Å"such sheets of fire, such bursts of horrid thunder† (III, ii, 46) etc., and the implication is that the storm has more than natural causes.   This leads Lear to his reflection on the power of the storm to purge evil and crime:   Ã¢â‚¬Å"Let the Great Gods, / That keep this dreadful pudder o’er our heads, / Find out their enemies now†¦Ã¢â‚¬  (IV, ii, 49-51). His growing madness takes the form an obsessive interpretation of all ills in terms of his own personal sufferin gs.   Shakespeare makes sure we see the point: â€Å"this tempest in my mind / Doth from my senses take all feeling else / Save what beats there† (III, iv, 12-14).It is the internal tempest that matters in the drama, and the way it brings Lear to some sort of wisdom. The wildness of the elements leads him to a great advance when he sees Edgar as elemental man. Here real truth starts to appear to him: â€Å"Is man no more than this?†¦ unaccommodated man is no more but such a poor, bare, forked animal as thou art† (III, iv, 105-111).  Ã‚   He sees, for the first time, beyond the surface of things, and understands the folly of snobbery and blind selfishness in human life. His own trappings of pomp are vain, he sees himself as deluded, and Edgar as the truth.MadnessLear’s collapse into madness is his way to transformation.   One of his mad notions is to imagine the mock trial of the sisters.   The symbolic force of this is evident:(To Edgar)   Thou, r obed man of justice, take thy place.(To the Fool)   And thou, his yoke fellow of equity,Bench by his side.   (To Kent)   You are o’th’commission;Sit you too. (III, vi, 37-40).Here is a Christian inversion of the social order; a mad beggar, a fool, and an exiled man are set up over the mighty to sit in judgement on them.   It is a mad fancy of Lear’s, but it has a deep significance in the criticism of false sophistication that the play poses.   An unjust society has helped Lear to be an egotist and to do evil, as Kent said in the first scene.   Now Lear is learning and regrets his own â€Å"sophistication† in the face of Edgar, â€Å"the thing itself†.   What he is learning is the need for humility, and respect for others, and the importance of setting one’s eyes on the real truths of human existence if one is to live decently and with meaning. The knowledge Lear gains is percolated through his madness.But Gloucester does not go mad.   He endures everything.   As he learns from Edgar’s lesson on the â€Å"cliff†, it is not man’s right to choose his end. The point of that strange scene seems to be summarised at the end by Gloucester’s description of their relative fates:The King is mad: how stiff is my vile senseThat I stand up, and have ingenious feelingOf my huge sorrows!   Better I were distract:So should my thoughts be sever’d from my griefs,And woes by wrong imaginations loseThe knowledge of themselves. (IV, vi, 28106)  Ã¢â‚¬Å"I suggest that through him we grasp the central thread, which has to do with love and suffering and sticking it out to the end†¦ Lear is spared the worst. Gloucester gets it† (Mason, 1970, p.200).In Lear’s crazed mind all authority is in the hands of those who are unworthy.   It is only their established power, their rank and ceremonial clothes that distinguish the judges from the accused.   Morality is cynically ig nored.   Only selfishness rules.   â€Å"Let copulation thrive† – and the world in Lear’s distorted mind looks very like that presupposed by Edmund’s view of nature, a sort of jungle of self-interest, power and lust.BetrayalWhen Cordelia refuses to do what her foolish father wants in the first scene she invokes the idea of the bond. â€Å"I love your majesty / According to my bond† (I, i, 92-3) And by â€Å"bond† she means something quite different from the â€Å"bondage† that he interprets it as.   The question of the bonds of human relationships is central to the play; why human beings fail in their bonds, as the daughters do with Lear, and Edmund does with his father is the horrific mystery that Shakespeare cannot solve.   Cordelia goes on to spell out, in an embarrassed way – she had always thought it was obvious – what she means by â€Å"bond†.It is the natural range of duties and affection that exist between children and parents.   Kent too speaks of another bond, the sacred responsibilities of service. â€Å"Royal Lear, / Whom I have ever honour’d   as my King, / Lov’d as my father, as my master follow’d†¦Ã¢â‚¬  (I, i, 139-141).   It is the betrayal of these bonds that causes such chaos in the moral world of King Lear, of which Jan Kott says â€Å"There is neither Christian heaven, nor the heaven predicted by humanists.   King Lear makes a tragic mockery of all eschatologies† (Kott, 1967, p.116).Edmund’s speech in I, ii is plain because his thought is plain.   There is no hesitation in him because there are no doubts, and no traces of decent feeling in him at all.   He is utterly conscienceless.   Nothing in him works to check the urge of ruthlessness. His closeness to the sisters is clear.   His â€Å"Nature†, it is pretty obvious, is a different concept from that assumed in Cordelia’s definition of the n atural â€Å"bonds† of feeling and duty which underlie decent society.   It is, for him, nature as expressed in the law of the jungle – naked self-interest and the pursuit of power.   He is appalling in his plainness.   The sisters are equally ready to betray normal ties. It is astonishing to hear Regan’s total failure to respond to Lear’s appeals for sympathy.   After all, however absurd his selfishness, he is her father.   But she responds, as does Goneril, like a machine, with an icy formality of tone which is the voice of cold reason.O, Sir! you are old,Nature in you stands on the very vergeOf her confine: you should be rul’d and ledBy some discretion that discerns your stateBetter then you yourself. (II, iv, 147-151).We might be tempted to agree with Bradley that â€Å"in that dark cold world some fateful malignant influence is abroad, turning the hearts of the fathers against their children and of the children against their fathers † (Bradley, 214). But the bonds are not always betrayed. A notable incident   in III, vii, the scene in which Gloucester is blinded, is the intervention of the servant. He acts purely on a humane instinct of decency, knowing in his soul that such conduct as Cornwall’s is not tolerable in a human world. He invokes the sacred bond of service, just as Kent did to Lear :â€Å"Hold your hand, my lord! /   I have served you ever since I was a child; / But better service have I never done you /   Than now to bid you hold† (III, vii, 71-4). The point here – the infinitely blessed and optimistic point – is that this man is not a hero, but simply a decent human being.   But he is ready to die in defense of a tolerable worldWorks CitedBradley, A.C.   Shakespearean Tragedy.   London: Macmillan, Second edition, 1905.Kott, Jan, Shakespeare Our Contemporary, translated by Boleslaw Taborski, London, Methuen, 2nd edition 1967.Mason, H.A., Shakespeareâ₠¬â„¢s Tragedies of Love, London, Chatto and Windus, 1970.Shakespeare, W.   The Arden Shakespeare: King Lear. Ed. Kenneth Muir. London: Methuen, 1980.

Politics in Modern Film (V for Vendetta)

The film I focused on for this essay, V for Vendetta, was filmed and produced in 2006 by Warner Brothers. The plot of the film circulates around a mysterious and charismatic masked freedom fighter being hunted down by the totalitarian British government in the near future. Although his full identity is kept a mystery throughout the film, audiences learn he was a victim of a cruel scientific experiment involving â€Å"unwanted† British citizens and hormonal drugs.He spends decades planning out his revenge on those involved. While making preparations for both his revenge and a nation-wide revolution, the character known only as V has a run-in with a young woman working for the broadcasting station he later taking hostage. The day he takes the station hostage, the woman named Evey recognizes him as the same man who rescued her one night from crooked British patrolmen prowling the streets. Evey comes to his aid as V is almost caught and she is knocked unconscious in the process.Th e rest of the film leads audiences into the ever-thickening plot as a detective investigates and attempts to track down the â€Å"terrorist† only to discover an even more sinister power behind the deaths of thousands of British citizens: their own government. Putting this film into a category based on its intended audience was a challenge. The film expresses values both of the mass and subgroup categories. The values shown are ones that indirectly praise American government for its constitutional rights of religion, press and speech, but it also promotes ideas of anarchy.Although both views have their strong arguing points in the film, I believe this film expressed more mass values. This is because the criteria for subgroup values demands that the public must be largely portrayed as being stupid and counter-active to the goal at hand. However, in this film, V must rely solely on the public‘s participation in order to carry through his vision of freedom. In a televised s peech to the populace, V makes claims that have resounding similarities to our Constitution and Declaration of Independence. Fairness, justice and freedom are more than words. They are prospectives. † He says. This is, in my mind, one of the most profound quotes in the film, behind his other statement that †people should not be afraid of their governments; governments should be afraid of their people. † The timing of the film and its statements on war point directly to America’s involvement in the war on terror and to President George Bush. The movie was filmed in 2005, only two years after the official war in Iraq was launched.The High Chancellor in the film, Adam Suttler, is described as being an ultra-conservative man with no understanding of political process. This parallel seems to encourage a commonly debated political theme pointed out in the White House by Americans opposed to the invasion and the war overseas. The film even makes a blatant statement about America being in an on-going war that deprived it of its wealth and resources. A line reads: â€Å"They were a country who had everything, absolutely everything; and now, 20 years later is what?The world’s biggest leaper colony. † There are still many Americans today who have strong aversion to the presence of American military forces in Iraq and Afghanistan. â€Å"The Voice of England†, the a man revered as the biggest spokesperson in the English broadcasting sector, delivers a line in the film as he goes down the list of people unwanted and banished from the country’s boarders. This list, in addition to teens with sexually transmitted diseases and homosexuals, names Muslims specifically.In 2005, there was still unease in America about Muslim-Americans and risks they might pose to national security, much like the unrest about American-Japanese citizens that marked the time after the onset of World War II. Detective Finch, the detective working the V case to track him down before the revolutionary date, has a discussion with his partner after unearthing facts about the government. â€Å"If your government was responsible for the deaths of almost a hundred thousand people, would you really want to know? This observation has striking similarity to theories voiced by a small portion of society who claim the attacks on the World Trade Center were carried out by our own government. The number 5 is a common theme in the film: the number of V’s cell in the concentration camp, the fifth of November being the date of the revolution, and the number of branches to the British government [they call the branches the nose, eyes, finger, ear and mouth]. This is also the number of branches of our military: The Army, the Marine Corps, the Navy, the Air force and Homeland Security Coast Guard.Whether or not this parallel is intentional, it is one I noticed. A blacklist is also mentioned in the film after Chancellor Suttler demands the 1812 Overture, which played during the Old Bailey Statue’s explosion, be added to the back list so he may â€Å"never hear it again. † This is the only Cold War reference in the film which tells me is was intended to be a more general statement about government censorship and control of information made available to the public.One political, or even social, statement made in the film that I agree with is Finch’s statement about how this †terrorist† still has human emotions, shown by his taking and protection of Evey after she rescues him. I believe one man’s terrorist is another man’s freedom fighter and people will always be at odds with each other. It is important to remember that even the most violent people do have passions and concerns. When one fights that hard for something, it obviously means a great deal to them. People are quick to forget about the humanity element in wars.During the investigation, Finch and his partner watch V on a video monitor as he stands over Evey’s unconscious body. Finch’s partner says, â€Å"He’s a terrorist. You can’t expect him to act like you or me. † Finch, who sees that V took the girl to protect her out of compassion, responds with â€Å"some part of him is human†. Another statement made that I agreed with was one that also amused me. Detective Finch is searching for records of the concentration camp that supposedly imprisoned V years ago, but has little luck finding any.He says, â€Å"One thing is true of all governments; the most reliable records are tax records. † Isn’t that true? This movie used many effective avenues of media to reach its audience. It included and alluded to several other pieces of literature and music within the film itself, which was a very clever device used to influence audience members to explore those hints individually. Literature seen in the film like â€Å"The Count of Mote Cristo† and the theatrical play â€Å"Faust† may also hold clues to political statements made even more subliminally in the film if evaluated within the context.

germany after world war 1 essays

germany after world war 1 essays Assess the impact of the German army on the political process in Germany between 1918 and 1933 (1200 words) The German army both supported and undermined the political process in Germany between 1918 and 1933. It also held influence over the performance of individual political parties and the power that the government held. However the size of the German army reduced its power to defend or attack the government. In this way the Treaty of Versailles effected the impact the German military could make for or against the government. At the same time the size meant that the army generally remained united and in this way were more efficient when used for a purpose. Overall its impact was as a peacekeeper and thus it spent more time keeping order than upsetting the German political process. To assess the impact of the army on the political process within Germany it is necessary to look at and assess the capabilities of the military. The Treaty of Versailles dramatically decreased the size of the German military. The German General-Staff was abolished and the army itself restricted to 100, 000 men. The effect of this was however to create a very tight nit unit. By reducing the army to only its best and most experienced troops the government were left with little influence within that inner circle. Thus the army held little loyalty towards the new republic. This process also routed out the poorer working class members of the military, potential leftist supporters. Therefore the German army were always inclined to support right wing revolutionaries. Left wing uprisings however were ruthlessly put down allowing men such as Hitler to work his way into power. However the fact that the military was so small allowed revolutionaries hope for success and thus the Treat y of Versailles plays a significant role in distabilising Germanies political process for years to come. The defeat of the Spartacist movement i ...

An Overview Of The Transformation And The Expected Changes Of Middle Easts Air Travel Industry

An Overview Of The Transformation And The Expected Changes Of Middle East's Air Travel Industry Introduction: Over the past decade, there has been momentous change in the air travel industry in the Middle East. The rapid expansion of three Gulf-based airlines and the development of three major air travel hubs in the region has brought large amounts of new air service to these cities while the growing route networks of these carriers has put great pressure on other established airlines carrying passengers across the Eastern Hemisphere. Fifteen years ago, the region’s air travel market looked very different. A single airline, government-owned carrier Gulf Air, served as the flag carrier for Bahrain, Qatar, Abu Dhabi, and Oman. It operated services to Europe, Asia, Africa, and Oceania; however, lacking a central hub, it did not aim to service passengers traveling between those regions, focusing instead on origin and destination traffic to the Middle East. Traffic between these continents was left to the carriers based on each end of the route. One example of this is the Kangaroo Route wh ich refers to flights between Europe and Australia. Until the 2000’s, the Kangaroo Route was dominated by Qantas and British Airways who operated the flight with intermediate fuel stops in Southern Asia (Schofield, 2012). These long, point-to-point routes lack the efficiency and economies of scale that a centrally-located hub provides. In 1985, Emirates Airline began operations as a small carrier based in Dubai. This airline would eventually become a major rival to Gulf Air and spark the airline boom in the Middle East (â€Å"Our History†, 2012). Beginning in 2002, the states invested in Gulf Air began to withdraw and form their own state carriers with hubs in the capital of each. By 2006, Gulf Air was fully controlled by Bahrain and Qatar Airways, Oman Air, and Etihad Airways in Abu Dhabi had been formed. Since the inception of these carriers, three have grown dramatically through the expansion of their route networks, fleet sizes, and improvements to the airports at which they are based. These are Emirates, Etihad Airways, and Qatar Airways and have come to be known as the Middle East Three or ME3. In this memo, I will analyze the factors that have enabled the expansion of the ME3 and attempt to determine the effect the growth of these companies has had and will have on other air carriers. Findings: Changes in the Air Travel Market Some of the growth in the Middle Eastern air travel market can be attributed to trends that are affecting the industry globally. Long-haul air tickets have fallen over the past decade making intercontinental travel accessible to many more people. In the market for coach-class travel, consumers have become more price-sensitive and tend to opt for the lowest fare over other factors such as comfort or routing. This has led to the launch of numerous no-frills carriers and caused full-service carriers to increase seating capacity and decrease complimentary services in order to lower ticket prices and better compete. On the other hand, in the premium-class air travel market, competition has become centered on providing the most luxurious product in the sky (Smyth, 2008). The ME3 have outdone each other installing showers, private rooms, bars, and even an entire apartment in their first-class cabins. The introduction of codesharing and airline alliances has also enabled airlines to launch r outes that may previously have been unprofitable. Codesharing allows passengers traveling on one airline to seamlessly connect to a partner airline’s flight and stimulates demand for flights between the hubs of partner carriers. The ME3 all have extensive codeshare relationships with airlines from around the world, allowing them to sell tickets to a greater number of destinations and operate fuller flights (â€Å"What the,† 2005). Qatar Airways is also a member of the Oneworld alliance, enabling them to codeshare with all other member airlines as well as coordinate flight schedules and reciprocate frequent flyer benefits. Middle East Demographics and Geography Changes in the demographics and economies of Middle Eastern countries have also caused demand for air service in the region to grow, making expansion of the Middle East Three possible. Gulf nations have seen extreme growth in population largely due to immigration. Qatar’s population has seen average annual growth of around fifteen percent in the past decade (â€Å"Population growth,† 2015), while the United Arab Emirates has experienced a growth rate of around fourteen percent (â€Å"Demographic profile,† 2011). The population of expatriate and migrant workers in the UAE and Qatar has expanded rapidly as well in the past decade. Eighty-four percent of the UAE’s population and ninety percent of its workforce are made up of migrant workers, many of whom come from India, Bangladesh, and Pakistan (Malit, 2013). This has stimulated great demand for flights between Gulf countries and the home countries of their labor forces to serve workers beginning and ending their contracts and returning home to visit family. There has also been large economic growth in the Middle East. The UAE has averaged 4.66 percent year-over-year GDP growth in the past decade (â€Å"United Arab,† 2015), while Qatar has averaged 3.81 percent (â€Å"Qatar GDP,† 2015). This economic prosperity has created demand for skilled workers, especially in the finance and banking sectors. The Dubai Economic Council has even stated that â€Å"Dubai is heavily dependent on expatriates for continued economic growth and development† (Al Awad, 2008). Many of these expatriate workers come from Europe, East Asia, and North America. As companies open new offices in cities such as Doha, Dubai, and Abu Dhabi and send employees to these cities to conduct business, a great deal of corporate travel to the Gulf region is created, allowing air carriers to launch new routes and add capacity to other business hubs. The ME3 also have a geographic advantage. The hub cities of these carriers are located on or near the shortest route between Oceania and Europe and are centrally located in the Middle East region for connections to other cities in the region. They are also located close to the halfway point for travel between Europe and South Asia. These geographic factors make the ME3 ideally situated for handling connecting traffic between these regions using a hub and spoke model. Struggling Legacy Air Carriers The Gulf-based carriers have benefitted from the struggles and downfalls of other air carriers serving routes also covered by the ME3. A few examples of this are Air India, Kingfisher Airlines, and Qantas. State-owned Air India has faced severe financial woes since it chose to â€Å"aggressively dry and wet lease aircraft was taken to increase market share† in 2006 and unsuccessfully merged with Indian Airlines in 2007, according to an aviation analyst (Manju, 2009). They have since greatly reduced the scope of their operations, cutting routes and selling or leasing their long-haul aircraft to other carriers. The airline sold five of its long-haul Boeing 777 aircraft to Middle Eastern rival Etihad Airways and is focusing on growing its short-haul operations (â€Å"Air India,† 2013). Civil Aviation Minister Ajit Sing cited foreign competition as a cause of the troubles saying, â€Å"The airline cannot be complacent as there a lot of new airlines that are coming in. Both the management and employees of Air India must perform or perish† (Phukan, 2013). Another, younger, Indian air carrier, Kingfisher Airlines, did perish after experiencing a financial crisis stemming from its nonpayment of income taxes and subsequent bankruptcy. The carrier, which had been the second-largest in India by market share, suspended all operations permanently in 2012 (â€Å"Kingfisher Airlines,† 2012). The downsizing of Air India and elimination of Kingfisher from the marketplace has presented itself as a great opportunity for the ME3 carriers. Their hubs are geographically well positioned to serve traffic travelling between India and points westward and they are based in countries with large amounts of migrant labor traffic to India. Qantas Airways had historically dominated the Oceania to Europe market with its well-known Kangaroo Route; however the airline’s long-haul operations have been generating significant losses recently, causing the airline to implement cost-cutting measures and begin a restructuring campaign. This has involved Qantas’ elimination of 5,000 jobs, cessation of flights to Europe, growth of its low-cost subsidiaries, and formation of codeshare partnerships with other carriers to carry the airline’s Europe-bound traffic (â€Å"Qantas responds,† 2014). The Middle East-based carriers have again benefitted from this airline’s reduction in service. They have hubs that lie on the straight-line path between Australia and Europe and are capable of handling large amounts of connecting traffic between the regions. Qantas chose to discontinue its former flagship London service in favor of routing passengers through Dubai on flights operated by codeshare partner Emirat es (Leo, 2012). Future for Expansion The future for the Middle East Three continues to be bright. All three carriers have outstanding orders for significant numbers of large, long-haul, widebody aircraft. Qatar Airways has orders for aircraft that will expand its fleet by over 140 percent (â€Å"Our Fleet†). The Emirates fleet will expand by 130 percent and Etihad’s will grow by nearly 200 percent in the next decade (â€Å"Our fleet,† 2015). All of the ME3 carriers operate the world’s largest passenger aircraft, the 500-passenger Airbus A380. Emirates plans to operate a fleet of 140 of these aircraft and is already by far the largest operator of the aircraft type (â€Å"Our Fleet – The Emirates Experience,† 2015). The carriers plan to add new destinations to their route maps as additional capacity is added into the fleet with Qatar Airways opening at least four new cities within the next year. Etihad Airways has been especially aggressive in growing through the acquisition of stakes in other carriers. Etihad has purchased forty-nine percent stakes in struggling carriers Alitalia and Air Serbia, rebranded Switzerland-based Darwin Airlines as Etihad Regional to feed traffic from smaller European cities onto its Geneva to Abu Dhabi flights, and also has large holdings in Air Berlin, Air Seychelles, Virgin Australia, Jet Airways, and Aer Lingus. The airline has begun what it calls the Etihad Equity Alliance made up of all the carriers in which the airline has significant investment (â€Å"Etihad Airways’,† 2013). The airlines cooperate in a similar fashion to those in the big three traditional airline alliances; coordinating schedules, launching co-branded marketing campaigns, and enacting codeshare agreements. The home base hubs of each of the ME3 carriers are also undergoing significant improvement. Doha, Qatar’s airport was recently completely replaced to provide additional facilities for its main tenant, Qatar Airways and improve the passenger experience (â€Å"Hamad International†). The Dubai International Airport, home to Emirates, is currently completing its expansion Master Plan with a new Concourse D and expansion of Terminal 2 to be completed this year (Jain, 2011). Dubai has also opened a brand new airport called Al Maktoum International Airport to which some smaller carriers have moved, making room for the expansion of Emirates at Dubai International (Cohen, 2010). The Abu Dhabi International Airport is also being expanded with two new runways and an entirely new terminal complex to facilitate Etihad Airways’ growth (â€Å"Terminal Complex,† 2014). The expansion of these airports will allow the ME3 to further grow their operations, reduce congestion, and make the hubs more attractive as connecting points for transiting passengers. Response from Other Carriers Naturally, the extreme growth of the air travel market in the Middle East and the expansion of the Gulf-based airlines have impacted other players in the global airline market. This has led other air carriers to make changes to their operations in response. In order to compete with the ME3, Turkish Airlines has expanded their hub operation in Istanbul to accommodate more connecting traffic. Also well-positioned for handling traffic traveling from Europe to Asia, Turkish Airlines seeks to emulate the hub model of the ME3 in order to remain competitive (â€Å"Turkish Airlines,† 2013). The airline is also expanding its aircraft fleet with its fleet slated to expand by about seventy-five percent (â€Å"Turkish Airlines – Fleet,† 2014). Turkish Airlines is also promoting the construction of the Istanbul New Airport to allow the airline to expand further and alleviate congestion at Ataturk Airport. The development of the Middle Eastern air travel market by the ME3 and the population and economic expansion taking place in the area have also led to the launch of several low-cost air carriers in the region who target more price-sensitive travelers flying shorter routes. Air Arabia was founded in 2003 and operates from Sharjah, in an emirate not served by Etihad or Emirates. Profitable since its first year of operation, the airline’s fleet and route network continue to grow. Competing more closely with Dubai-based Emirates, low-cost carrier flyDubai launched in 2009 operating regional routes with coach-configured aircraft (Hofmann, 2009). They also continue to expand their fleet and move closer toward being a full-service carrier with the addition of a Business Class cabin in 2013 (Algethami, 2013). Fierce competition on the part of the ME3 has led to a number of airlines cancelling long-haul routes that are more easily served by the Gulf region’s hubs. As previously mentioned, the end of Qantas’ Kangaroo Route and their opting to partner with Emirates on the route signal that the ME3’s cost and geographic advantages have significantly impacted the operations of other players in the air travel market. British Airways also ended its Australia service and Air New Zealand cut its version of the Kangaroo Route, opting to fly to Europe via the Pacific with a stop in Los Angeles (Schofield, 2012). Numerous routes within the Middle East have also been impacted. Flights to countries such as Iran, Pakistan, and India have also largely been transferred from the local airlines of each nation to the ME3. The rapid growth of the ME3 has also led to some outcry from other airlines regarding possible unfair advantages possessed by the Gulf-based carriers. In the midst of a movement to begin an Open Skies agreement between the United States and United Arab Emirates in which carriers from each nation would have fewer restrictions on the routes and frequencies they operate between the countries, leaders of United, American, and Delta Air Lines recently issued a joint statement to the Department of Transportation in which they accused the ME3 of receiving â€Å"$42.3 billion in â€Å"quantifiable† subsidies since 2004, accompanied by other benefits including breaks on local airport infrastructure and services, exemptions from corporate taxes and advantages from â€Å"opaque† related-party transactions† and that this â€Å"clearly shows there has been subsidization of these carriers,† representing an unfair advantage (Carey, 2015). Conclusions: There are a number of factors that have enabled the Middle East Three to become dominant global air carriers. The near-dissolution of Gulf Air paved the way for three major hubs to form in Doha, Abu Dhabi, and Dubai, each with an independent airline. Increases in the amount of foreign investment and trade in the region have stimulated business traffic and immigration to the Gulf states, leading to greater demand for air travel. Global trends regarding consumer preferences in air travel purchases has helped validate the hub and spoke and high-density coach class configurations used by the ME3. The struggle and failure of other airlines serving destinations also served by the ME3 has allowed these carriers to easily expand into many lucrative markets. The growth of the ME3 has challenged other carriers to remain profitable on several long-haul routes and led to some effectively saying, â€Å"If we can’t beat ‘em, join ‘em,† and forming partnerships with the Gu lf carriers. The ME3 have helped cultivate the air travel market in the Middle East and enable new startup and low-cost carriers to launch. In order to better compete, some airlines, like Turkish, are attempting to emulate the ME3’s East to West hub model. All signs point to the ME3 continuing to expand for the foreseeable future. Each of the airlines has large aircraft orders outstanding and is working on improvements to its hub airport in order to facilitate further growth. The growth of the airline sector has also had a significant impact on the economy of the countries in which the ME3 are based. The Chairman of the Dubai Civil Aviation Authority said that the aviation industry â€Å"will contribute 32 percent to Dubais GDP by 2020† (â€Å"Thriving aviation,† 2014). The Middle East Three have benefitted from very fortunate geographic, demographic, and economic situations in their home region. Good planning and some possible government subsidies have enabled the rapid growth of these companies over the past decade. These carriers have become a force to be reckoned with in the global aviation market.

Race Relations (Black and White) on the Homefront during World WarII Research Paper

Race Relations (Black and White) on the Homefront during World WarII - Research Paper Example Race, racism and race relations have thus been a complicated issue in the history of the United States. This is drawn from the strange institution that slavery created all the way into the civil rights movement in the 1960s. Even during the time America was supposed to be joined as one, in the World War 2, these scarred relations still popped their head, not only abroad on the battle fields but also back home at the home front (Parsons, & O’Brien, 9). One significant factor during the Second World War on the Home front was the Fair Employment Practices (FEPC) implemented in the United States by the US Executive Order number 8802. This required companies with contracts from the government not to discriminate on the basis of religion or race. It was a move intended to help Mostly African Americans, but other minorities to obtain jobs in the home front industry. It was signed by President Roosevelt and stated that there was not supposed to be discrimination in the employment of w orkers in the government or the defense industry based on their race, or creed or color, or the nation from which they draw their ancestry. This order led to numerous strikes and challenges from irate white workers who so it as an infringement on their rights (Garfinkel, 37). African Americans It was later greatly enhanced by another order. Considered one of the most significant breakthroughs for Blacks and women on the job front, it also facilitated great industry in the country at the home front during the war. It was about the same time that the African American Community established the Double V Campaign. It was a campaign based not only on the war on fascism overseas during the war, but also on racism too at home. There was a large number of mostly poor Southerners who moved to munitions centers for the recruitment process. The tension that was at these centers was very high. Cities like Detroit, Chicago and Harlem were mostly the focal points of this tension. In 1943, they exp erienced very violent race riots. It was at this time that the Pittsburgh Courier came up with the Double V Campaign (Wynn, 60). The gist of the problem back home was mostly based on the complaints by the soldiers at war overseas that they were being treated as second class citizens even during wartime. The Detroit Race riots that broke out in Detroit, Michigan in 1943 took about three days before troops could return order. It was majorly a riot between blacks and whites and caused a lot of destruction. During around this time, the World War II was still on, and tension between blacks and whites in this city had escalated to very high levels. It is ironical that at such times, patriotism is usually said to be at the highest of levels. Since the war began, the populations of the city had gradually grown as a result of the booming defense industries intended to supply the resources for the war at the home front. A lot of African Americans arrived, mostly from the South (Capeci, & Wilk erson, 47). The riots were started by an innocent fight between a black man and a white man. It became a brawl that involved several groups of black men and white men that spilled over to the rest of the city. This confrontation started from a rumor that a black woman had been assaulted by a white man, whereas there was another rumor that stated it was a white woman who had been raped and killed by a black man. Either