Essay on Feminism and the Neurological Body by Elizabeth...

Final: Effects of Studying the Microstructure of Human Biology on How We View Human Bodies In her essay on â€Å"Psychosomatic: Feminism and the Neurological Body,† Elizabeth Wilson addresses the role of science in the feminist theory and gender studies by arguing that sustained interest in biological detail will have a reorganizing effect on feminist theories of the body. In her argument, Wilson attests that studying the microstructure of our bodies could lead us to explaining, or otherwise rethinking, how we see or understand in what way the human bodies function. One cannot help but notice substance in her argument. The role of biology in the development of one’s body is a controversial issue and has generated much polemical debate in†¦show more content†¦It is surely not uncommon to see people carry around different kinds of disinfectant sprays and other chemical products in order to reduce the amount of bacteria and germs on their skin and in their body. However, the fact is that distal human intestine represents â€Å"an anaerobic bioreactor programmed with an enormous population of bacteria.† The study was conducted in order to assess the influence of microbiota on the energy storage in mice raised without exposure to any microorganisms compared to the control group that had acquired a microbiota since birth. The study showed that the control group of mice acquired 40% more total body fat than their germ free counterparts, despite the fact that the control group consumed less food per day. This came as a result of microbiota that provide us with genetic and metabolic attributes we have not acquired in our own evolutionary process, such as the ability to harvest otherwise inaccessible nutrients. Coming back to Elizabeth Willson’s contention, study of the microstructure, in this case the gut microbiota, has had a reorganizing effect on how we view our bodies and forced us put greater value to the role of microorganisms in our own survival. It is clear that the role of the gut bacteria to our fitness cannot be underestimated; however, one may argue that complexity of this topic still does not reform ourShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesbefore. They had even fewer role models of neighborhood successes and even less access to connections that might help them improve their situations. They IN SEARCH OF AN URBAN PARADIGM FOR AN URBAN WORLD †¢ 65 were, as William Julius Wilson called them in his eponymous book, The Truly Disadvantaged.4 Western Europe: Recovery and New Problems At the end of World War II, Europe’s first agenda was recovery, rebuilding, and restructuring. The urban population rose quickly, as large

Essay about Inclusion of Children with Autism - 1315 Words

Inclusion of Children with Autism The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities. However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these disabled kids can attend normal classes with their non-learning disabled peers. By allowing all kids to feel normal we, as a society, stand a chance of making prejudice which we associate the disabled under, cease to exist. Autism is a rare disorder that†¦show more content†¦The phenomenon of the ?supercharged areas,? allows children with autistic disorder to immensely exceed the standard level of achievement in one specific area. For example, an autistic child who lacks the ability to speak clearly or coherently lacks normal functioning in the left side of the brain, or the frontal lobe. However, other supercharged areas may activate the memory, allowing the child the ability to memorize massive amounts of information in a very short period of time (Boyles Contadino 272). Inclusion is a program that has been in effect for many years, yet has not become standard procedure in all public schools. The program ?inclusion as the name implies, means all students with disabilities, regardless of the nature or severity of the disability and need for special services, receive their total education within the regular education classroom? (Haller 167). Inclusion is an involved program that has taken time to establish in the most beneficial manner, however the Individuals with Disabilities Education Act (IDEA) has helped in the formation of the program (Haller 54). ?The Education of all Handicapped children Act mandated that all school-age children with disabilities receive a free appropriate education in the least restrictive environment? (Haller 54). This means that the education program would cease to pull children out of the classroom for resource instruction. The idea of theShow MoreRelatedReflection On The Inclusion Improvement Plan856 Words   |  4 Pagesto get motivated to work better for the learning of children. The following reflection will highlight the merits of implementing the inclusion improvement plan, some of the issues that impact on educators’ capacity to provide an inclusive care environment and how can the educators manage the competing demands of inclusion of children with additional needs, with the demands of providing an inclusive environment for all children. The inclusion improvement plan for Joshua caters to his special needsRead MoreEssay about Mainstreaming of Autistic Children1096 Words   |  5 Pageschild who has autism and all you want is to be treated like all the other kids in your class. When they get to get into reading groups, you get sent off to the special education instructor so you can work on your social skills. The question comes up almost every day, and that is if autistic children should be segregated, or mainstreamed from public schools. In this paper I am going to go over some of the causes of autism and common symptoms, and then how some these autistic children are being heldRead MoreTeaching Elementary Children With Autism1638 Words   |  7 Pages(2012). Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs. Rural Educator, 33(2), 27-35. II. Problem 1. How adequate is the current teacher preparation program for preparing general education teachers for teaching children with autism? 2. Scheuermann et al asked, â€Å"If a teacher meets state standards for certification, but has no coursework in or experience with autism, is that teacher highly qualified to teach students with autism?† 3. What challenges canRead MoreInclusion: Is it Effective at the Elementary Level? Essays1518 Words   |  7 PagesInclusion is where children classified as Intellectually Disabled (ID) are put into a regular classroom instead of a special education classroom. Previously called mental retardation, ID, as defined by the National Dissemination Center for Children with Disabilities (NICHCY), is a term used to describe a child with certain limitations in mental functioning, and in skills such as communication, personal care, or social skills. (2011) These limitations will cause a child to develop more slowly thanRead MoreSpecial Education Students: Inclusion vs Reality Essay1315 Words   |  6 Pageswords such as idiot, moron, and retard were once used as actual labels for disabled children in special education. â€Å"Prior to 1975, schools were not mandated to educate students with disabilities . . . . [Those with disabilities] were deemed to be uneducable and were barred from enter ing schools† (â€Å"Exceptional Students†). Federal and state laws, as well as mandates, now require schools to educate all children with disabilities in the least restrictive environment, to the maximum extent possibleRead More Research Paper958 Words   |  4 PagesResearch Paper Inclusion is a type of teaching that is being researched by many school districts across the country. It is the act of combining special education students in a regular classroom environment. Inclusion is a very controversial topic when it comes to the education of children, both regular and special education students. There are many beliefs in the welfare of all students and their ability to learn and function together. This belief has put a damper on school districts adoptingRead MoreEssay about Should Autisitc Children Be Mainstreamed1349 Words   |  6 PagesThe Argumentative Essay The issue of whether or not children with autistic disorders should be main-streamed, or placed in the same classrooms as non-autistic children, has been a very real concern for quite some time. While the debate is continuous, people often choose to side on a particular position of the argument without correctly evaluating all of the options. Should autistic children be main-streamed in regular classrooms, or should they be placed in self contained environments? Or, possiblyRead MoreMy Reading On Reading Disabilities, And The Impact That They Have On Students Education1741 Words   |  7 Pageseducation, and I was able to read very well. Reading is one of the most important skills that students learn in school. Being able to reading is paramount to student’s success throughout school and life. It is estimated that 10% to 15% of school aged children have some form of a reading disability. Reading is a complex task involving decoding and comprehension. Decoding is the ability to convert written symbols into words. Comprehension is the ability to gain meaning from those words. Teachers need toRead MoreSpecial Education vs Inclusive Education887 Words   |  4 PagesResearch suggests that the integration and inclusion of students with special educational needs can be beneficial to not only the student, but also to the parents, teachers and peers of the student (Stainback, Stainback Jackson, 1992). It is also suggested that integration and inclusion is also beneficial to students in areas of learning other than academic, including that of emotional and social development. Wagner is in support of inclusive education, but believes that â€Å"Placement in regularRead MoreWhat Does It Mean to Be a Special Educator?1373 Words   |  6 Pagescould say that a special educator is an individual who has special interest and a passion for primarily interacting with children with disabilities. The special educator would also have knowledge of certain disabilities and the way they can influence children differently. Finally, they would want to have an added level of patience, due to the extra attention required to educate children with special needs. First and foremost, in order for a special educator to be successful, he or she must have

Vastu Shastra Free Essays

Mini notes for vastu shastra . Ads by Google important tips TIPS FOR DAILY LIFE 1)According to hindu beliefs drawing room should face towards north direction. 2)furniture should be kept at southern or western walls or corners of your house. We will write a custom essay sample on Vastu Shastra or any similar topic only for you Order Now This ensures that whenever you sit you are faced towards east or north. facing towards east or north makes you positively charged. 3)the kitchen placed to the southern corner attracts good things . the kitchen should not be next to the toilet,or in front of the toilet. )the room for meditation or worship [pooja room]  should be faced to the north or northeast direction, this deed results in good and powerful worship,meditation. 5)for study table best direction is supposed to be the north or east. 5) i. bookshelves must be in north ,east or northeast direction†¦.. bookshelves should not be above the study table. 5) ii. computer should be in southeast direction. 5) iii. wall-clock [pendulum] should be in north.. above study table is expected] 6)a shrine or a water pot is expected to be at the northeastern corner.. shrine or a water pot is a healthy sign for increase in level of knowledge.. a pot full of water represents the brain full of knowledge. 7) color of the study room sh ould be light reflective. for instance light green, cream,and white is supposed to be the best. 8)according to the hindu religious beliefs a picture of goddess saraswati ,and lord ganesh should be placed in the room,and worshiping them regularly brings good knowledge How to cite Vastu Shastra, Essay examples

Apprenticeship System free essay sample

Conclude your question with a summary of the content. THE APPRENTICESHIP SYSTEM 1. Introduction This assignment serves to discuss about the Apprenticeship system, its origin. I will as well deliberate a bit on the events in history which had an impact on the apprenticeship system and compare the ancient apprenticeship system to the modern type of skills transferring. A few disadvantages and advantages will as be looked at, without derailing from the main focus of the assignment, the deliberations will mainly focus on Namibia in general. Certain aspects of my argumentations will as well look at the changes to the apprenticeship system and how Industrial revolution or technological development had an effect on the apprenticeship system. Lastly the focus will then be directed at the hot question of whether the replacement of the apprenticeship system with the traineeship system will solve the vocational education and training in Namibia. A conclusion will then be made to sum up the whole topic. According to A. Du Preez (2012: 13) â€Å"The word apprentice is from the Latin word apprentia which means learner†. The word system is a process or structure. The Apprenticeship system can be defined as a system training of training a new generation of apprentices of a structured set of skills and apprenticeships which may save as a gate way for one to enter many different careers. Apprenticeship ranged from craft occupations or trades to those seeking a professional license to practice in a regulated profession. Most of the apprentice’s training was done while working for the employer who in return helps the apprentice to master their trade and profession, in exchange for their continuing labour for a period agreed on in the indenture after they have achieved the required competency (Apprenticeship and traineeship n. d. ). Apprenticeship is a combination of on-the-job training (OJT) and related classroom instruction under the supervision of a journey-level craft person or trade professional in which the workers learn the practical and theoretical aspects of a highly skilled occupation. The history of Apprenticeship n. d. ). 2. Objectives The objectives of this assignment are to: 1. Discuss the historical impact on the apprenticeship system. 2. Discuss the impact that technological development in general had on the Apprenticeship system as from its origin till today. 3. Discuss notable changes to the early apprenticeship system compared to the modern type of apprenticeship. 4. Delibera te on the apprenticeship system in Namibia. 5. Discuss the advantages and disadvantages of the apprenticeship system. 6. Lastly, discuss and or deliberate on the question of whether the replacement of the apprenticeship system with a trainee system can solve the vocational education and training problems of Namibia. 7. Conclusion. 3. DELIBERATIONS/ARGUMENTATIONS Impact of historical events on the apprenticeship system Before we look at the impact that technological development had on the apprenticeship system, there is a need to step a bit back into time and look at the origin and historical impact on the apprenticeship system, being the only recognised and structured form of transferring skills from an expect to a learner. Human lives revolve around skills and knowledge in order to achieve goals, sculpturing, ploughing and creating of tools, are all some of the skills that have been passed from generation to the other through apprenticeship. Although not documented, apprenticeship has been part of human revolution, where parents or masters would subject young men and women to some form of skills learning in order to be able to perform certain tasks. Many years ago, the manufacturing of shoes, household utensils, boats, crafts, hunting tools, furniture, clothes, house decorations and bread baking were all produced in families and clans by specialised in doing so. As the need for such homemade items grew for commercial purposes, clan and family members with such skills formed organisations herewith known as guilds with responsibilities of protecting and guarding the exploitation of such skills and to avoid impostors from cheating the consumers and discrediting the master craftsmen. With time the guilds grew more and more powerful, they became the only authority to certify craftsman to practice the trades. Within the protection and guarding of the apprenticeship, the guilds started to set up rules and conditions of the apprenticeship, such as, suitable working conditions for the apprentice, set of wages for an apprentice who has just completed the apprenticeship and the standard of work (A. Du Preez 2012: 13). Unlike in the beginning of time, contracts were now drafted for both the master craftsman and the apprentice to sign before entering into an apprenticeship. Further readings would state that the contractual agreements signed by the two parties had with them rules and conditions for both parties to undertake. Such rules were: Rules and condition for the master craftsman: * Lodge the apprentice * Clothe the apprentice * Feed the apprentice * Teach the apprentice the art and mysteries of the trade. * Responsible for the apprentice’s morals, religion and civic education. * Teach the apprentice how to read and write. * Monitor the apprentice’s progress on a daily basis. Rules and conditions for the apprentice: * Live and stay with the master craftsman. Work for the master craftsman for a period of time. * Obey and respect the wishes of the craftsman * Will not partake in any other apprenticeship, gambling or visit brothels. * Will only serve one master craftsman. * Would create a final masterpiece for his/her master upon completion of his/her apprenticeship as a proof of level of skills acquired (Apprenticeship n. d. ). Impact o f technological development on the apprenticeship system For many centuries apprenticeship was the only kind of education a working class youth could get† while staying and working for his/her master. The apprenticeship system, which has lasted for hundreds of years since middle age has through time, gradually disappeared in its original form of apprentice and master, with the rise of industrial development. (A. Du Preez, 2012). Apprentices usually at tender ages of ten to fifteen years and would live and be fed in the master craftsman’s home (Apprenticeship n. d. ). Age was never a matter of concern in the ancient times, parents would allow their children to be taken away by master craftsman or would give them away due to poverty or could just not simply afford to send them to school. No education was ever provided for, for these children hence at such a young age they should have been to or attending schools. With contract signed between the craftsman and the apprentice, the young apprentice was only bound to obey their masters and only live by their masters’ wishes. In keeping up with the new era, certain laws had to be put in place to govern and transform the apprenticeship system. One such law is the Constitution of the republic of Namibia in which certain Articles based on human rights and freedoms are enshrined. We take a look at three Articles, Article 9 Slavery and forced labour, Article 15 Children’s rights and 20 Education. Article 9 Slavery and forced labour states that, no person shall be subjected to any form of slavery or forced labour. Article 15 Children’s rights, clearly states that no child under the age 16 shall be allowed to work or enter into any form of contractual agreement with an adult and most importantly it states that all children shall be cared for by both parents. Article 20 Education, it states that primary education in Namibia shall be free and compulsory. This is to stop parents from giving away or sending their children to go and work somewhere at tender age due to poverty or unable to pay education fees. (The Constitution of the Republic of Namibia). This law made it impossible for master craftsmen to practice the ancient apprenticeship system in the developing world as it protects the exploitation of humans and children in particular. Impact of industrial revolution on the apprenticeship system In the early 20s industries and technology expanded and there was a drastic demand for more skilled persons in different fields. Such demands caused the master craftsman to change the apprenticeship approach, from where the learner was attached to the master for a longer period, to a more competent and demand meeting approach and which was as well changed to a more specific skills approach, a lesser or shorter period being implemented. The training of one learner at a time to acquire a wide range of skills over a long period has become a thing of the past. Masters were forced by the industrial revolution to use the on-the –job type of skills transferring and class rooms where not only one person is subjected to learning but a group of apprentices are taught at once. Vocational Training Centres were established where skills could be transferred to apprentices by different master craftsmen herewith referred to as instructors. The most notable example to this is the Namibian Police training standard. Police recruits immediately after the colonial era were recruited and trained policing in general without specialisation. Some were recruited on grounds of being ex-combatants or being ex police officers in the South West African Police (SWAPOL). Some of these members were sent out to countries with better police training institutions for longer periods of time to acquire the much needed policing skills and knowledge e. g. nine months police training in Zambia. The whole idea was seemingly to return experience police officers on which the police grounds could be established. According to A. Du Preez (2012: 17) â€Å"the apprenticeship system was seen as a highly beneficial method of proving skilled workforce in those trades that demanded skills and of retaining the knowledge and experience of older workers†. This was praised as a good idea, however the training period became a concern as Namibian people needed a lot of skilled and educated policemen and women. The advanced ways of how crimes were committed and the introduction of computers, the police was forced to take a new direction to curb the crimes and meet its goal of maintaining of law and order. Decent numbers of men and women were recruited and subjected to a more military-like training by experienced skilled police officials. Trainings continued with the military-like trainings where more military tactics were being taught, mostly the use of fire-arms and drill formations. The public demanded for more skilled and educated police officials to walk the streets. A new map was the drawn on the training to meet the changing needs. The trainings centres were then revamped to an education friendly environment. A different learning approach was adopted from that of more skills training to a 50/50 practically and theoretically oriented training. Instead of training being done in fields, classes became the song of training where educated and better qualified police official undertook to train new police recruits with more theory than practice. As time went by, training was then divided into three phases: mainly Basic recruit training for six months, six months probation on the job practices and then a choice of specialisation in any field of choice, be it investigation or traffic policing. With the adoption of technology, a lot of things changed. The way how skills are currently being transferred compared to the early apprenticeship, the use of computers to give classes, the use of visual and audio materials where the master is never personally in contact with the apprentices, unlike the early form, where the master was on a daily basis present with the apprentice, monitored and guided him/her throughout the entire learning process. Take for example the telecommunication system, in the 19th century, for one to make a call; you have to be connected to an operator who then has to connect you to an operator who then has to connect you to the numbers or number of choice. These persons working at switch-board were only skilled persons trained by a craftsman which has all changed to the use of computers. The whole process where the operator connects the caller to the next intended receiver changed in the 20th century with the use of computers. The fate of all operators is unknown as their services were no more needed. According to A. Du Preez (2012:24) â€Å"Focused training was needed to satisfy the demands of a fast growing industrial environment†. The differences between the ancient and modern apprenticeship system ANCIENT APPRENTICESHIP| MODERN APPRENTICESHIP| . Anyone could sign an indenture with the master craftsman. (A. Du Preez 2012)| 1. Only persons meeting the required entry standards are registered. | 2. Age was never part of the requirements for anyone to undergo apprenticeship by a master craftsman. | 2. Only persons above the age of 16can be admitted as apprentices. | 3. The apprenticeship ran for many years. | 3. It runs on a more manageable period of time. | 4. The skills taught were not specific and were only based mostly on crafts. | 4. Each apprenticeship has its own craftsman with his/her students/learners| 5. There was a very low output of skilled apprentices. | 5. Since the apprenticeship is done in classrooms, they are a lot of graduates annually. | 6. The apprentice stayed and lived with the master craftsman during the entire apprenticeship process. | 6. The apprentices do not stay with masters, they their own homes. | 7. The apprentice could not engage in any other activity or change the field of study. | 7. The apprentice is likely to engage in other apprentices, depending on personal wishes. | 8. It was only a one- on-one type of skills transferring. 8. The presentations are done by one master to a group of people at once. | 9. After the completion of the apprenticeship, the apprentice was required to make and present a masterpiece to the master craftsman, which would the be presented to the guild, and only after the guild’s approval would the apprentice be certified as a journey’s man and later a craftsman (A. Du Preez 2012: 15)| 9. The final year concentrates more on practices in workshop and on the job trainings after which theoretical and practical examinations are done. Success in the examination would amount to a Certificate, diploma or degree and higher. | 10. Done at the residence of the master. | 10. Done in classrooms, in industries and in workshops. | This clearly indicates just how much has the apprenticeship system being modernised and transformed to meet the social, economic, industrial and political pressure. The apprenticeship system in Namibia The apprenticeship system in Namibia has in years focused mostly on the psychomotor domain learning approach, other that the cognitive domain as a learning style. The psychomotor domain is the system being used in the vocational training centres as Namibia is driving towards the direction of competency, efficiency and effectiveness in skills acquiring. For a learner to be able to go and work, one has to firstly complete all vocational requirements and lastly graduate (A. Du Preez 2012:19). We take a look at the police force once again, all police cadet or police recruits would firstly undergo a six months training programme with both theoretical and practical examinations and test being done. Those who do not excel in shooting practices would be recommended never to carry an official service firearm and as for those who do not make it academically, their fate is in the streets or recommendations for retraining and would remain cadet constable (students) until such time they qualify. Namibia’s development plan of vision 2030 is the driving force behind the current state of the apprenticeship system with the aim of meeting the target of a better and developed nation. Some Namibian may have used the ancient and colonial form of apprenticeship where a learner was attached to the master for a period of time while acquiring skills, but have changed to a vocational and on the job kind of apprenticeship. The much thought after example to this is the Namibian Police Force, franchise shops and institutions known as vocational training centres. Let us look at the vocational training centres, skills are not passed from professionals or qualified persons in the form of practices only but theory is as well included and that goes for the police trainings. The use of firearms was taught only at shooting ranges but as of recent years, students have to undergo a theoretical approach to the use of firearms and their understanding is tested through written test and examinations after which they are then exposed to the practical shooting exercises at shooting ranges while under the supervision of instructors. The current situation in Namibia is different to that of the ancient times as apprentices are free, they receive a salary and in most times have homes of their own while undergoing training. According to A. Du Preez (2012: 21) â€Å"Namibian’s training system of training takes place in classrooms as well as in workshops and trainees receive tools to work with. Apart from doing practical wok in workshops trainees also receive individual set of writing exercises which they have to carry out and can only go on the job-attachments once they have mastered the skills†. The above practices shows just how much Namibia is striving to achieve its vision for developed Namibia by 2030 by allowing masters to conduct an on the job trainings and the introduction of vocational training centres where skills are acquired to perform or master certain tasks. Nowadays, apprentices are members of a production force as they train on the job and in the classrooms. They are paid wages, work a regular work week, and live in their own homes rather than that of a master. The apprenticeship agreement set out the work processes in which they are to be trained and the hours and wages for each training p eriod. At the end of their apprenticeship, they receive certificates that are similar to diplomas awarded to the engineering graduates of universities (History of apprenticeship n. d. ). The above quote/ paragraph is in line with what the police is currently doing, where recruited persons undergo basic police training and are paid a probation salary until the completion of another â€Å"6† six month on the job probation. Advantages and Disadvantages of the apprenticeship system Every institution or department, entity or environment has its own ups and downs which in most cases we would refer to as the advantages and disadvantages; we will now take a look at some of the advantages and disadvantages of the apprenticeship system. The lack of job or employment opportunities in Namibia currently, has forced a lot of young women and men to seek for employment forth education in a sense of firstly securing a job and then study and without knowing, they enter into apprenticeship systems rather than the educational process. The choice of firstly seeking or getting employed and then study has its own greener grounds and its down falls, this is evident in the Namibian po lice, when young men and women would prefer to be recruited, get trained and then pursue a career in either policing or other police related fields. Looking at some of the advantages and disadvantages, it will then be a sole choice of an apprentice to decide the direction of learning. Advantages of the apprenticeship system * Acquire skills and knowledge about your career before registering for educational qualification. * You get paid or an apprentice gets paid a salary while learning and under-supervision. * Working or work experience gives an apprentice the courage to take on any task. * Apprenticeship helps an apprentice to gain more knowledge, experience and skills which may be of advantage in or when enrolling for at a tertiary institution. With apprenticeship, less books or studying is at own will as all skills and knowledge are obtained through practice and guidance by or from experience supervisors. * The â€Å"master† or leader gets to monitor, guide and correct his /her apprentice through practice as the saying goes â€Å"Practice makes Perfect†. * Police officers get recruited and as soon as they are appointed as cadet constables, they start to receive a cadet constable‘s salary or while awaiting to undergo a six month basic training, they are paid a student’s salary (career information amp; E-Recruitment n. . ). * . Disadvantages of the apprenticeship system * Unlike a university graduate recruit an unqualified recruit gains a lesser salary compared to that of a university graduate recruit. * Sometimes having to work before obtaining a university qualification may cause an apprentice to be lazy to study and obtain such need qualification. * With the revolution of technology, the chances of an apprentice without any tertiary qualification of being retrenched to make way for qualified and certified persons are very high. It may take long for an apprentice to get promoted at work than a university graduate. * An apprentice m ay in some cases not be able to learn all about the choice of career through practice but tertiary education may be likely cover all aspects. * Persons with tertiary qualifications are likely start at command or senior position to that of an apprentice. * When opting to study, distance learning may be a bit difficult than having to do full time (career information amp; E-Recruitment n. d. ). The apprenticeship system may in other words being referred to as a backlog for young persons, as it is a very long route to obtain tertiary qualification. Replacement of the Apprenticeship system with the Trainee-Based system What are apprenticeships and traineeship; Apprenticeships and traineeships combine paid work and structured training. They allow you to learn a trade or workplace skill and receive a nationally accredited qualification. apprenticeships and traineeships can both be undertaken either full-time or part-time (The traineeship). Whats the difference between an apprentice and a trainee? There is a very thin line of difference between the two; however there are two main differences between an apprentice and a trainee. An apprentice is trained in a skilled trade and upon successful completion will become a qualified tradesperson. Trades such as electrical, plumbing, cabinet-making and automotive mechanics are just a few that are a part of the apprenticeship scheme. A trainee is someone who is being trained in a vocational area. These vocational areas include, but are not limited to, office administration, information technology and hospitality. Upon completion of a traineeship you will be  eligible to receive  a minimum of a certificate II in your chosen vocational area (ApprenticeshipInfo n. d. ). Many people have been fooled into believing that apprenticeships are only about plumbing, mechanics, tailoring or building. There are a lot of apprenticeships out there; it all depends to the choice of an apprentice on what he/she is comfortable with. When the traineeship system was introduced in 1985, it shared many features with the apprenticeship system on which it was based. Over the years, institutional scopes have reduced some of the differences although traineeship system trainees have not benefited from the strong behavioural norms that have governed the apprenticeship training (Grey et al 1999). Why choose an apprenticeship or traineeship? An apprenticeship or traineeship can enable you to: * Gain valuable work experience * Get paid while you learn * Learn the latest knowledge and skills * Get a qualification thats recognized across Namibia. Apprentices and trainees complete a qualification while learning skills at work and under the guidance of a training organisation (ApprenticeshipInfo n. . ). When the traineeship system was firstly introduced in the mid eighties, it was introduced with a variety range of characteristics of the apprenticeship system, with the expansion of technology; most of the characteristics which the traineeship system shared with the apprenticeship system were and have been reduced. Therefore, the features that underpin the completion of the traineeship are essentially the same as for an apprenticeship, but their effects are weaker. Traineeship have not benefited from the strong behavioural norms that have governed the apprenticeship training (Grey et al. 999). Many occupations and industries in which traineeships are used have a tradition of a weak attachment between the employer and the employee. The unstructured nature of labour markets means that the gain to a trainee completing is small, and the lower cost to the employers means that they are less concerned recovering this cost from the trainees. However the whole traineeship completion rate changed in the midi-nineties where the system became more popular and more significant, the low completion rate became more visible (NCVER 2005). Apprenticeships and traineeships are available in a diverse range of industries and across a vast variety of occupation groups. Traineeships and apprenticeships also allow for the training to be done on a full time or part time basis and can vary in their duration. In addition although most trainees and apprentices are engaged in a single contract with one specific employer or the vocation they are training in and so may effectively enter into more than one training contract prior to completing an apprenticeship or traineeship (NCVER 2001). The successful completion of a traineeship or an apprenticeship requires the achievement of three specific tasks as listed below: * Completion of formal off job requirements of the traineeship or apprenticeship, including completion of the qualification specified in the training contract. * Completion of the indenture period of the contract of training, in addition to satisfying the employer endorsed on the job requirements. Once the above requirements have been met, notification of the successful completion of the training contract by the trainee or apprentice, along with provision of required evidence substantiating the successful completion of the traineeship or apprenticeship must be provided to the relevant training authority. High rates of non completion amongst apprentices has been recognised as being costly for employers who invest significant time and resources into offering such training opportunities but may receive little or no return for their efforts (WADOT 1998). An apprenticeship or traineeship is a formal contract between an employer and an apprentice or trainee to undertake vocational education and training under the supervision of the employer or trainer. Traineeships and apprenticeships are offered to a variety of workers including those falling into one of the following groups: i) New entrants to the labour market ii) Re-entrants into the labour market iii) Existing workers who are looking to upgrade their skills with a specific employer. Looking at the above findings, it all comes to one ending, industries are resorting more and more to the traineeship system as it is cheaper and affordable, there are contractual bindings with the trainee and they do not lose a lot in the whole training process. Although the traineeship system appears to be an advantage for the industries, it has however been regarded as a way for companies to score cheap labour without decent consideration of the workers’ needs. The bonus for the trainees is that they do not get to be counted as unemployed, even though they are living on near poverty wages (Google Groups Traineeship are a scam). Apprenticeships and traineeships are available in a diverse range of industries and across a vast variety of occupational groups. Traineeships and apprenticeships also allow for training to be done on a full time or part time basis and can vary in their duration. In addition although most trainees and apprentices are engaged in a single training contract with a specific employer, some may change employer or the vocation they are training in and so may effectively enter into more than one training contract prior to completing an apprenticeship or traineeship (NCVER 2001). Facts about apprenticeships and traineeships: apprenticeships and traineeships combine work with structured training * traineeships vary in length from 12 months to three years * apprenticeships can take up to four years to complete but many apprenticeships can now be completed more quickly than the traditional four years * apprenticeships and traineeships can be full-time, part-time, or school-based where some of t he training is undertaken while the apprentice or trainee is in high school * existing employees may undertake an apprenticeship or traineeship * apprenticeships and traineeships require employers to enter into a training contract with the apprentice or trainee * Employers work with a training organization and the apprentice or trainee to draw up the training plan (ApprenticeshipInfo n. d. ). Training can be delivered using one or more of the following options: * In an appropriate environment, such as an employers premises. * Using flexible delivery methods, such as video link, teleconference, correspondence, work books, online self-paced learning, or an internet classroom link, where training is delivered by the training organization * In the workplace, where training is delivered by the employer (ApprenticeshipInfo n. d. Where can an apprenticeship or traineeship take you? On completion of an apprenticeship or traineeship you will have learnt new skills and gained experience and c onfidence working in a real job. This puts you in a great place to keep working, to go on to further study or even start your own business (ApprenticeshipInfo n. d. ). The afore-stated argument, if looked at the current direction at which the world is aimed and the use of technology and how much industries requires specialisation in fields and more critical on theoretical knowledge when planning and achieve, the replacement of the apprenticeship system will not solve the vocational education in Namibia. A trainee graduates with a lower or unrecognized qualification whereas an apprentice graduates and qualifies in his/her field. It would therefore be wise and advisable that the two systems run side by side, where the traineeship prepares trainees for the apprenticeship system. The NYS (national youth service) under the Ministry of Youth runs a traineeship programme, where young men and women from all walks of life undergo a training programme and upon completion they get integrated into apprenticeships. A person who does t he apprenticeship is according to the findings, guaranteed a job unlike the one who goes through the traineedhip. Conclusion The deliberations in the assignment looked at main topic of the apprenticeship system. The apprenticeship system was an early form of education or transfer of skills from a craftsman to an apprentice or a learner in a number of years, however hence the early apprenticeship system was a one-on-one training, these whole system started to change from a one-on-one transfer of skills to one-on-many form of education and the duration minimised to a more shorter time frame due to industrial revolution and technology. The apprenticeship system has entirely changed from its original form due to historical events and industrial revolution. In the deliberations, an emphasis was made on the advantages and disadvantages of the apprenticeship system. The other part of the assignment took a focus on the apprenticeship system in Namibia in particular The recruitment of police officers changed from skill training to a 50-50 theory and skills training due to an industrial demand for more educated law enforcement officers. Although Namibia still practices the apprenticeship system, compared to the early apprenticeship system, trainees are not entirely attached to their masters and, they are paid a salary based o the type of work performed. Current apprentices are being trained on job. The point of concern was the question asked, will the replacement of the apprenticeship system with the traineeship system solve the vocational education and training problem in Namibia. For Namibia to remain competitive to other nations the introduction of the trainee system to replace the apprenticeship system will just diminish the values of the vocational training institutions as they will be forced to enrol unqualified trainees upon the completion of the traineeship. A suggestion is then made that the apprenticeship and the traineeship system runs together as there is a thin line of difference between the two systems. References: * A. Du Preez (2012). Educational Theory and Practice A. Unit 1: 1-26 Published by centre of open and life-long learning, Windhoek, Namibia. * History of apprenticeship (n. d). Retrieved on 14 February 2013 from * http://. Ini. wa. gov/TradesLicensing/Apprenticeship/About/History/default. sp * Advantages and disadvantages of apprenticeship system. (n. d. ) Retrieved on 14 February 2013 from http://www. allaboutcareers. com/careers-advice/apprenticeship/advantages-of-apprenticeship * Traineeship. (n. d. ) Retrieved on 26 February 2013 fr om http://www. bbc. co. uk/news/education-20961113 * Apprenticeship and traineeship. (n. d. ) Retrieved on 27 February 2013 from http://www. bafensw. edu. au/courses/types/apptrain. htm * Apprenticeship and traineeship. (n. d. ) Retrieved on 27 February 2013 from http;//www. apprenticeshipsInfo. gld. gov. au/apprentices/index. html * Apprenticeship (n. d. ) Retrieved on 27 February 2013 from http://en. wikipedia. org/wiki/Apprenticeship

Capital Budgeting free essay sample

The corporate tax rate is 20%. a. b. c. 2. What is the firm’s cost of equity capital? What is the firm’s weighted average cost of capital? Which machine should Marsh purchase? Advanced Technology is considering investing $38m to develop a gold mining site. The average equity beta of similar firms in the industry is 0. 88. The market risk premium is 7% and the nominal risk free rate is 4%. Inflation is expected to be 2%. a. b. Suppose there is a 20% chance of a low output of $2m and an 80% chance of a high output of $6m in the first year. If the output is low in the first year, there is a 70% chance that output will stay at $2m and a 30% chance that output will stay at $4m per year for the rest of the project’s life. However if the output is high in the first year, there is a 80% chance that it will stay at $6m and a 20% chance that it will stay at $3m per year for the rest of the project’s life of 10 years. We will write a custom essay sample on Capital Budgeting or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These are real cash flows. Should the company go ahead with the project? c. 3. The site is expected to yield $6m in gold a year for 10 years. These are real cash flows. Suppose there is a 20% chance of no gold from the site and an empty site means zero cash flow and a complete loss of the $38m investment. What is the NPV of the project? Would your conclusion in (b) be different if the company can abandon the mine for $36m in the event of low yield in the first year? Compute the value of the option to abandon. â€Å"Aviation Biofuel† is considering setting up shop in Singapore. Their plan can be divided into 2 stages. Stage 1: The project requires a test marketing expense of $20m. This test market is expected to last 1 year and there is a 60% chance of success. FIN3101 Page1 Stage 2: If the test market is a success, the firm intends to invest $100m in a plant. The after-tax cash flows will be $66m per year from year 2 to year 5. If the test market is a failure and the firm goes ahead with the investment, the NPV will be -$20m. Assume a cost of capital of 17%. a. Draw the decision tree for this project. b. Estimate the NPV of Aviation Biofuel’s plan. 4. You are asked to evaluate the following wooden cabinet manufacturing project for a corporation. Develop a table showing the annual cash flows and calculate the NPV of this project at an 8% discount rate. All figures are given in nominal terms. 20X6 Physical Production (cabinets) Labor Input (hours) Wood (physical units) 20X7 20X8 3,150 3,750 3,800 26,000 30,000 31,000 550 630 650 The required investment on 12/31/20X5 is $800,000. The firm faces a 34% income tax rate, and uses straight-line depreciation. The salvage value of the investment which will be received on 12/31/X8 will be one fifth of the initial investment. The price of cabinets on 12/31/X5 will be $250 each and will remain constant in the foreseeable future. Labor costs will be $15 per hour on 12/31/X5 and will increase at 5% per year. The cost for the wood will be $200 per physical unit on 12/31/X5 and will increase at 2% per year. Revenue is received and costs are paid at years end (i. e. use year-end prices in calculating revenues and costs so, for example, use the 12/31/X6 prices for calculating 20X6 revenues and costs). The firm has profitable ongoing operations so that any losses for tax purposes from the project can be offset against these. . Consider a project to supply Honda with 38,000 tons of machine screws annually for automobile production. You will need an initial $1,596,000 investment in threading equipment to get the project started; the project will last for 6 years. The accounting department estimates that annual fixed costs will be $456,000 and that variable costs should be $220 per ton; accounting will depreciate th e initial fixed asset investment straight-line to zero over the 6-year project life. It also estimates a salvage value of $506,000 after dismantling costs. The marketing department estimates that the automakers will let the contract at a selling price of $262 per ton. The engineering department estimates you will need an initial net working capital investment of $547,000. You require a 13 percent return and face a marginal tax rate of 35 percent on this project. FIN3101 Page2 a. What is the estimated OCF and NPV for this project? b. Suppose you believe that the accounting departments initial cost and alvage value projections are accurate only to within  ±14 percent; the marketing departments price estimate is accurate only to within  ±9 percent; and the engineering departments net working capital estimate is accurate only to within  ±4 percent. What is your worst-case and best-case scenario for this project? c. Suppose that you are confident about your own projections, but you are not sure about the Honda’s actual machine screw requirements. What is the sensitivity of the project OCF to changes in the quantity supplied? What about the sensitivity of NPV to changes in quantity supplied? Given the sensitivity you calculated, is there some minimum level of the output below which you would not want to operate? Why? 6. The Cornchopper Company is considering the purchase of a new harvester. The break-even purchase price is the price at which the project’s NPV is zero. The new harvester is not expected to affect revenues, but pretax operating expenses will be reduced by $13,300 per year for 10 years. The old harvester is now 5 years old, with 10 years of its scheduled life remaining. It was originally purchased for $48,300 and has been depreciated by the straight-line method. The old harvester can be sold for $16,800 today. The new harvester will be depreciated by the straight-line method over its 10-year life. The corporate tax rate is 32 percent. The firm’s required rate of return is 13 percent. The initial investment, the proceeds from selling the old harvester, and any resulting tax effects occur immediately. All other cash flows occur at year-end. The market value of each harvester at the end of its economic life is zero. Determine the break-even purchase price in terms of present value of the harvester. FIN3101 Page3

Astrobiology essays

Astrobiology essays During the presentation the speaker, Baruch Blumberg spoke on the aspects of Astrobiology. If one doesnt know who Blumberg is he is a scientist that research infectious diseases and came up with a treatment for the Hepatitis B virus. As he spoke on this subject he also talked about what happened to the NASA aircraft that exploded above the earths atmosphere. He said that the aircraft STS 107 was on a scientific mission. Also, there were craters shown and that they have compared the craters to that of the planet Mars. Blumberg also gave me a different aspect to look at towards biology. My main goal through life was to get my Bachelor degree, PH.D and my M.D. But he made me look at I can do more than just be a doctor. The speech that was given made me look at the many parts of biology. It made me think that I can go to school to be a doctor and at the same time I can do research that might one day change the life of many people. In conclusion, this research of astrobiology can discover things that people might can use. One day astrobiology might have new technologies that can detect what pollution has done to the atmosphere and what effect that it is having on the people and other living things on the earth. Astrobiology is a field that now I would like to know more about and the different things that go on in this field of study. On day there will be people that love to do research about this subject. ...

Look Back in Anger by John Osborne - The Incumbent Historical Debate Essay

Look Back in Anger by John Osborne - The Incumbent Historical Debate about Affluence and Social Mobility in Britain - Essay Example 11). This period foresaw a gargantuan change in the bargaining power hitherto accorded to the British working class. The high demands engendered by the war efforts allowed the working class to strive for a considerable change in their earning potential. Though the much vaunted mixing of the social classes was more a cherished ideal than an idea actually put into practice, it certainly gave way to much deeper concerns in the British class structure (Rebellato 1999, p. 11). On the one side where the working class resisted a possible reversion to the sidelined status of the interwar years, the upper middle class feared the newfound social mobility of the working class. It was a known fact that the British society of the late 50s was still deeply class conscious. Hence, no wonder the marital discord between Jimmy and Alison to a great extent originate from their diverse social-class origins. Jimmy is a young adherent of a newly upwardly mobile and educated working class. Though Jimmy has the benefit of a university education and he attained adulthood in the post war years, still he finds himself to be a missing link between the two social classes. In that context he really finds it really excruciating and enervating to trace the age old enemy that is decaying and dying Imperialism in the guise of his wife Alison and her upper middle-class, military background. Yet, there is no denying the fact that the thing that bothers Jimmy even more is his loss of connection with the working class to which he mentally affiliates with. Hence, no wonder, Jimmy ends up becoming the victim of a partly self imposed and partly unavoidable social alienation, which was common to many young people from the working class in the late 1950s and early 1960s (Kellaway 1999, p. 39). Consequently, Jimmy finds himself in the times and the space where the past and the present tend to cusp into an intricate amalgam of confused class affiliations and aspirations as is amply conveyed when he affirm s, â€Å"I suppose people of our generation aren’t able to die for good causes any longer. We had all that done for us, in the thirties and the forties, when we were still kids. ...There aren’t any good brave causes left (Osborne 1982, p. 84).† However, it goes without saying that this chaos caused by the mixing of classes and the commensurate social mobility was not merely a localized event, but rather a phenomenon that unfolded in the background of much large changes (Kellaway 1999, p. 39). Amidst this unavoidable social mobility, many of the characters in the play are ironically caught up in the past (Kellaway 1999, p. 39). Jimmy vividly remembers his working class childhood and the suffering associated with the slow death of his father. On the other side Colonel Redfern obsessively remembers his days as an agent of colonialism in India, the days that had fast drifted apart. All the segments of the society in a way mourned or resented the passing of an era th at was never to come again. This predicament is aptly grasped by Alison as she says, â€Å"You’re hurt because everything is changed. Jimmy is hurt because ever

Social Media Marketing Article Example | Topics and Well Written Essays - 1250 words

Social Media Marketing - Article Example This paper highlights that  planning and strategy development can be considered as important aspects of successful social media presence. There are several small and medium enterprises that do not even plan before adopting and implementing social media marketing strategies. For this specific reason, those organisations failed to get success through the adopted and implemented social media marketing strategy. Example of Dove Real Beauty Campaign can be considered as a perfect planning of social media marketing strategy. The organisation used common people in the videos and texts while putting the advertisements on social media networking platforms. They tried to convey emotional marketing and promotional message.Accordings to the paper findings the planning of consideration of common women in promotional campaign can be considered as the example of ultimate planning of an effective social media marketing strategy. This specific social media campaign helped the organisation to create significant brand awareness among the target customers. In addition to this, effective implementation of planning and strategy development process helped this campaign to redefine the face and concept of real beauty.  The organisation is the first ever organisation that adopted and implemented social media marketing strategy in UK retail industry. Slowly and gradually, the organisation promoted its products through several leading social media networking platforms that helped the organisation to create significant brand awareness among the target customers.

Current UK Government Initiatives That Focus On Personal And Emotional Essay

Current UK Government Initiatives That Focus On Personal And Emotional Development - Essay Example Donaldson argues powerfully that young children, in order to be able to build on what they already know and can do, need to be in situations which make 'human sense' to them. The current situation in England is one in which the growth of the ECEC sector, in terms of numbers of places, is positively encouraged by the government, especially by the Treasury. This appears to emphasise the care aspect. However, at the same time there are other government-initiated developments concerning the need for improvements in the quality of provision, such as a new training pack for those who work with children aged from birth to three (Abbott et al. 2002) and the Secretary of State Charles Clarke's pledge for more resources. Since 2000, UK governments have invested heavily in leadership development in the NHS to secure policy change and modernise the service. A plethora of leadership programmes and initiatives have been supported with variable success. During recent years in the UK, there have been numerous government initiatives relating to the care and education of young children. Some of these, such as Sure Start, have been very successful, whereas others have proved to be more complicated to implement and fund. The idea that children have rights is a fair... However, Saraga (1998) states that '"rights" like "needs" is a highly contested concept particularly when applied to children'. Saraga goes on to say that children depend on the adults who care for them to assert their rights for them and that rights are limited by the child's vulnerability and dependency. Children's learning and development Child development falls into the two main categories of physical and neurological. Physical skills involve both gross motor skills such as rolling over, crawling and walking, and fine motor skills such as hand-eye coordination, grasping objects, drawing and later writing. Sensory development is also physical and includes sight, sound, touch, smell and taste. Intellectual and cognitive development centre on activity in the brain including use of language, smiling and giggling, imagination and working out. Our children's emotional wellbeing also develops in the brain and comprises many areas such as self awareness, self esteem and the ability to interact with others. Playing in some form or another helps to refine these different areas of development in babies and young children. (http://www.literacytrust.org.uk/talktoyourbaby/play.html) Children need activities which will stimulate their social, physical, intellectual, linguistic, emotional and moral development. The early years curriculum should be linked with a child's stage of development, which can be ascertained by careful observation of the child and discussions with the parents and family. The child's progress should be monitored, recorded and shared with the parents. Equality of opportunity The individuality of each child

Fashion from the sixteenth to nineteenth century

Fashion from the sixteenth to nineteenth century Fashion, which was a norm only used to describe upper class people between 13th Century and 16th Century, was dominated by court and aristocracy. At the beginning of 17th Century, which is also known as the end of European Renaissance, clothing represented the social standing of the wearer. The dressing code could be used to distinguish classes. It is believed that during the Renaissance, fashion was experiencing a lot of transformation in terms of colour, clothes and accessories (Jones 2000). Some people argued that Renaissance is the turning point of fashion since it reflected changes in self-esteem, erotic appeal or social advancement (Rublack 2011). In the meantime, lower class started to acquire status by adopting the clothing styles of the upper class, fashion became widely interested. Therefore, it is important to understand the fashion development since 17th Century. This paper first discusses the fashion plate, which is considered to be the first fashion magazine and early f orm of fashion. Secondly, it discusses the development of printing technology and its effects on fashion dissemination. Then it illustrates modern fashion disseminations including Internet, television and other social media and their influences. Fashion plate is defined as illustrations of clothing fashion or style, originated as early as 16th Century (Nevinson 1967). The original fashion plate was in a form of either drawing or engraving of clothes, accessories and shoes on metal plates (Holland 1955). Initially, it was used in portraiture of nobility and aristocracy (Nevinson 1967). Loyal families drew portraits and clothes on the fashion plates and sent them away to other loyal families as display of marriageable members (Nevinson 1967). With the development of fashion plate and fashion, at the beginning of 17th Century, fashion plate becomes the most effective way to promote fashion workshops in Europe (Steele 2005). People distributed fashion plate to convey fashionable information around Europe. Shop owners sent fashion plates by messengers to potential clients while friends and relatives sent each other fashion plate for comparisons and communications. Fashion plate is also regarded as the earliest form of fashion mag azine since the popularity of fashion plates led some publishers to use fashion plates as their publications materials to demonstrate trends and clothes instead of using plain text (Holland, 1955). However, fashion plate did not occur at a systematic level until 18th Century when weekly publications such as the Lady’s Magazine, La Belle Assemblee, and Les Modes Parisiennes became widespread and publications became massive. At the beginning, fashion plates only depicted fashion information and predicted fashion to those who could afford. With the development of economy and technology, fashion plates soon became popular even within lower class people. Although fashion plates were pricy, people showed strong interest in them. It was the mainstream medium of fashion dissemination until the early 20th Century when printing became dominant. Fashion plate remained on fashion stage for another significant period of time until late 20th Century when other social media such as television and Internet became popular. Today it is regarded as fine art collection and most of them have the value of research study. Another development of fashion dissemination is the invention of printing. Fashion information was delivered by printed paper ever since the invention of printing press. However, formal publication started only in 17th Century when the French publication Mercure de France was published. Mercure de France was a significant development since it was considered the first gazette and literary magazine (DeJean 2005). It played an important role in the dissemination of fashion news, fashion stories, and reviews of the latest fashion. But due to relatively slow improvement in fashion itself, weekly publication seems to be too fast and unnecessary. Fashion plates, which could be preserved over a significant time and transported multiple times, were easier to accepted by the social perception (Nevinson 1967). The real improvement in print production started in the nineteenth century when steam power press became available. The magazine Godey’s Lady’s Book quickly became a large circulation in the country (Nevinson 1967). Massive fashion production by printing press flourished the second time after the transition to rolled paper, which significantly improve the paper feeding speed and printing speed. The invention of lithography, which is regarded as another important improvement, enabled artists and designers to print their drawings and illustration any smooth surface. Since lithograph can print on all surfaces, fashion plates started to die off from the market simply because it was too pricy for most of the people. For textile and clothing fashion, under the impulse of evolution in printing technology, the printing became an industrial process which significantly decreased the price of textile and clothes. In contemporary fashion, variety of prints could be identified. It b ecame the trademark of a diversity of designers such as handbags and clothes. The printing technology started with simple printing press, has experience uncountable developments, today, it is still the mainstream platform of fashion dissemination. But the biggest step forward happened when half tone printing technology was invented. The invention of half tone printing allowed people printed photographs together with text without affecting their quality. This new technology gave birth of the modern fashion magazine. In the 1820s, the first photography was developed (Hirsch 2000). Fashion photography appeared first time in a French magazine. In 1909, Vogue magazine was took over by Condà © Nast, which contributed significantly to the era of fashion photography (Angeletti 2012). In 1911, photographer Edward Steichen promote fashion as fine art by the collection of photography (Niven 1997). Paris was the centre of the fashion photography at that time. Fashion photograph has generated some of the most influential materials. Although fashion was developing slowly during World War I and World War II, there continuous to be growing numbers of women increased in fashion information. Magazines and newspapers, which contained a lot of p hotographs, began to cater to the lower classes in cheaper, specialise and accessible manners. By the 1960s, fashion magazines became more specialised while photography became the ideal medium for recording and disseminating the fashion information. Changes in the fashion dissemination in the 20th century were facilitated by new methods and approaches, mainly because of the evolution in technologies. More people were seeking more convenient ways to follow the trend. These new mediums such as Internet and TV created new access to fashion information and changed the ways people create fashions. Film, as another mainstream presentation of fashion, became popular during the Great Depression (Barthes 2010). However, due to the limitation of technology, film did not improve a lot until late 20th Century. The fashion elements in film include clothes, make-ups, accessories, bags, and even cars. While films are representing themes in virtual world, most of the elements can be used to predict fashions once a particular film becomes popular (McNeil 2009). In the late 20th century movie stars began to establish their role as the fashion elite by stapling fashion design labels in their daily life. For instance, Audrey Hepburn fashion icons include fitted pants, oversized sunglasses and little black dress affected women wear still today. Another example is the car collections in James Bond’s movie series had lead car collection fashion over decades. Victoria Beckham, who had transformed herself from singer to fashion designer and businesswoman, is leading the women fashion in di fferent fields. Another important fashion dissemination tool, television, began to compete with film as a medium of fashion from the mid-20th Century (McNeil 2009). The advent of the video clips had introduced another approach for fashion. Since film is much longer than video clip or music video clip, it is hard for people to find a particular piece of information throughout the whole film, and it is obviously impossible to repeat the film over and over again, TV has its own advantages than film. Commercials and advertisement can be broadcasted on TV repeatedly with a reasonable cost. With the invention of cable and digital networks, today traditional media have been assigned with different meanings. The improvement of Internet provided increasing amounts of information to people. Internet TV could reach all levels of society and more fashion information than conventional way. A variety of formats including news, magazines and other forms of fashion dissemination are transforming into digital way. The social networking has enabled a faster fashion diffuseness. Celebrities, fashion designers and other fashion related parties started using social media as their primary dissemination tool. With the impacts of new technology, fashion is experiencing faster evolution than ever. In conclusion, the development of fashion between 17th Century and 19th Century was slow due to the limitation of technology. Fashion plate was the mainstream dissemination tool from 17th to 19th century. With the industry revolution, fashion dissemination had extended magazines and newspaper. The development of technology had empowered fashion dissemination a cheaper and convenient approach. However, it was until the invention of film and photography could fashion become widely spread. Throughout the 20th century, the social media’s role in the fashion dissemination process has become more and more important. The concept and understanding of fashion became integrated with digital technology. Reference Angeletti, N. O. A. W. A. 2012, In Vogue : the illustrated history of the worlds most famous fashion magazine, Rizzoli : Distributed in the U.S. trade by Random House, New York. Barthes, R. 2010, The fashion system, Vintage Classic, London. DeJean, J. E. 2005, The essence of style : how the French invented high fashion, fine food, chic cafà ©s, style, sophistication, and glamour, Free Press, New York. Hirsch, R. 2000, Seizing the light : a history of photography, McGraw-Hill, Boston. Holland, V. B. 1955, Hand coloured fashion plates, 1770 to 1899, Batsford, London. Jones, A. R. S. P. 2000, Renaissance clothing and the materials of memory, Cambridge University Press, Cambridge [England]; New York. McNeil, P. K. V. C. C. 2009, Fashion in fiction : text and clothing in literature, film, and television, Berg, Oxford, UK; New York. Nevinson, J. L. 1967, Origin and early history of the fashion plate, Smithsonian Press, Washington, D.C. Niven, P. 1997, Steichen : a biography, Clarkson Potter, New York. Rublack, U. 2011, Renaissance fashion: The birth of power dressing, History Today, vol. 61, no.1. Steele, V. 2005, Encyclopedia of clothing and fashion, Charles Scribners Sons, Farmington Hills, MI.

Computers in Surgery :: Informative

Computers in Surgery Implementing Computers into surgery is a new and exciting area of study. It has only been in the past 20 years that computers have started to be incorporated with surgery. In 1989, abstracts of the surgical literature were being distributed on 5.25-inch floppy disks. These abstracts were then used in medical operations and evaluations. Doctors could travel though menus in the abstracts and eventually targeting a solution, procedure, or cause of illnesses. This made the time it takes to flip through pages and pages of medical journals and textbooks less expansive and cumbersome. Doctors have now gotten to the point where laptops are brought into surgery and are used to aid doctors and nurses. Instead of saying â€Å"Nurse, scalpel,† surgeons ask their nurses to find information on the laptops. Besides holding information, Computers can also be used to manipulate tools and other things in the operating room. Mechanical arms are often used to perform procedures. Sometimes a computer is used to navigate cameras inside of the human body in order to locate tumors and blockages. Computers are also used to analyze images taken before surgery. Dr. Ninian Peckitt uses software to analyze a CAT scan images in order to understand his patient’s skull. The program in the computer actually directions for making full size replicas of patients heads. In conclusion, there is a huge advancement being made as far as computer aided surgeries go. From holding information, analyzing problems, delivering solutions, to performing operations, computers are the next step in medical tools.

Criminal Punishment Essay

Given the different speeds at which people may develop both physically and intellectually, any form of explicit age limit may be arbitrary and irrational. Children do not deserve to be exposed to criminal punishment in the same way as adults. Children have not had experience of life, nor do they have the same mental and intellectual capacities as adults. Persons aged 15 to 19 years are more likely to be processed by police for the commission of a crime than are members of any other population group. In reference to the case with the 6 yr. old shooting his classmate, I believe he should have some sort of punishment. The young boy had a scuffle the day before and went home and because of his environment and upbringing he knew that a gun was dangerous and can cause harm to another person. The young boy at some point had to think about his actions and decided to take the weapon to school and later, shooting the young classmate which means the young 6 yr. old practiced on pulling the trig ger. Sure, you have an innocence factor here and each state sets the age limit on what age to charge a child with a criminal act. Age and criminal responsibility is a really touchy topic for many any children under the age of 7 and in the United States the criminal justice system can charge a youth with a criminal crime at the age of 6 years of age. I know of two cases where six year old boys were convicted on criminal charges in the state of California. I believe that the 6 yr. old in the course readings should’ve been court ordered to undergo professional counseling or treatment. If a punishment was not something the state wanted to issue, I definitely would argue that the youth was exposed to a household where guns and drugs were prevalent and the youth himself in my opinion may have suffered from some sort of PTSD. The classmate that was shot has a family and that family needs justice. Justice would not be served if the six year old walks away free. Charging the 19 yr. old in the house with guns and drugs does not solve the crime that took place at the school. There is an age limit for holing a child accountable for criminal responsibility and in this case, the youth should’ve been charged. The youth should’ve undergone a session to determine if he was mentally aware and then the state should’ve charged the young boy.

Christian Vocation Essays

Christian Vocation Essays Christian Vocation Paper Christian Vocation Paper Essay Topic: Religion (a)(i) Describe how a Christian may follow the call to discipleship through daily life and work Vocation is the idea that people get a call from god to do a certain job this can also be said about being called into Christianity by god, it may not be an actual call or a big flash of light but just s feeling that you have created by god. ‘Vocation’ comes from the Latin word meaning ‘to be called’. Some Christians may say that they were called to Christianity and so were all Christians. For example Jesus was called by god, he heard his voice when he was baptised by John. Discipleship is another term used my Christians used to mean following Jesus like his disciples did, living a Christian lifestyle and helping others also apply to discipleship. Christians follow Jesus by following his examples like his love, service and compassion towards others. Someone who has chosen to follow Jesus should be living a caring helpful life, possibly in a caring profession such as a doctor, nurse or teacher. Any job can be a vocation, some Christians say god has a plan for everyone and he may call you to a job that isn’t related to Christianity at all. St. Paul said in Colossians 3:23 â€Å"whatever you do, work at it with all your heart, as working for the lord, not for men.† Possibly meaning that god has called everyone to their jobs because he knows its right for them so work for him and do the job well. A Christian may choose his or her job just simply because they want to do the job although this want or urge to do a job could be put down to god. I don’t think there are any jobs unsuitable for Christians, Jesus loved everyone anyway even if they were a sinner he did not commend what they did but he still loved them. I do not think your religion should constrain your job opportunities. A Christian may serve god in an ordinary job by obeying the 10 commandments in their job and generally being caring and helpful. Christians can put Christian teachings into their family lives by following Paul’s teachings and the 10 commandments. Paul’s teachings say, â€Å"A wife, must put her husband first. This is her duty as a follower of the lord. A husband must love his wife and not abuse her. Children must always obey their parents. This pleases the lord. Parents, don’t be hard on your children. If you are, they might give up. (a)(ii) Explain why some Christians join communities and take vows or poverty, chastity and obedience. Christian communities are a group of Christians who live together. A convent is where a group of female Christians would live also known as nuns and male Christians or monks would live in a monastery. A contemplative order is focusing your life on god, in prayer and everyday life. An example of a contemplative community is the poor clares. The normal day in the poor clares community may consist of many things, gardening, housework, cooking, cleaning, helping the elderly and sick, praying or working in the shop; making candles, encaustic wax cards, as well as cards created and printed on a computer, turning wood and knitting garment on their knitting machine. The nuns do this type of work involving their hands because it leaves their minds free to focus on god and pray. Jesus says in Matthew 6:24 how â€Å"no one can serve two masters†, â€Å"you cannot serve both god any money† so the nuns in the poor clare community decide to â€Å"serve god† and his people and help them rather than work for money. An active order is doing something about what you believe in, for example if you want to be one of Jesus’ disciples you would follow in his footsteps and his examples and help people maybe by helping out at a hospital or a school. People or monasteries and convents today are living like the first Christians as recorded in the book of acts because the first Christians lived out alone in the desert, Christians live in s slightly similar way today. They have no possessions, they cannot have sex and they dedicate their time to thinking if they are contemplative, as you would alone in a desert, or doing things to help others. Living in a Christian community would help a Christian to follow their call to discipleship because of the vows they take when they join, they have to do things in a similar way to Jesus therefore helping to follow their call to discipleship. Some Christians may say joining a Christian community is a vocation because whatever they do as a job or joining a community is a vocation. God has a plan for them and they follow it via vocation. Some Christians believe that god want them to live in a religious community rather than an ordinary one because its better for them and other who they would be helping. A vow is an oath or promise you make. Nuns and monks take vows when they join a religious community; they take a vow of poverty so they are not tied down by possessions and money and can focus on god. Christ was poor to make us rich so they follow in his footsteps and enforce discipleship. They also take a vow of chastity, which means they must remain celibate so they can devote themselves to god as Jesus did. Also a relationship with someone from the opposite sex will get in the way of god and praying; St. Paul advises Christians to be celibate so they can â€Å"be devoted to the lord†. Obedience is the third vow they take, by this vow they give to God their freewill. They must be obedient to their abbot or abbess. Again showing their discipleship, because Jesus was obedient until the point of death on the cross for god. It is important for Christians to make these vows in front of a community because then there is witnesses so you cant get out of the commitment and also if you are doubtful they can remind you about them. (a)(iii) Explain the purpose and practice of one particular religious community. The poor Clares are a religious community for women who want to dedicate their lives to god. They originated in 1212 by St Francis and St Clare in Assisi in Italy. The poor clares are a contemplative community. The contemplative community of nuns started as a way of being united with god and to follow Jesus. The aims of the poor Clare community are mostly â€Å"to pray for the world and the Church†, to live a life through their prayers, dedicated to god and â€Å"to live out the Gospel command of love† which means to live their lives as god wanted helping others and loving them. The normal day in the poor clares community may consist of many things, gardening, housework, cooking, cleaning, helping the elderly and sick, praying or working in the shop; making candles, encaustic wax cards, as well as cards created and printed on a computer, turning wood and knitting garment on their knitting machine. The nuns do this type of work involving their hands because it leaves their minds free to focus on god and pray. Jesus says in Matthew 6:24 how â€Å"no one can serve two masters†, â€Å"you cannot serve both god any money† so the nuns in the poor clare community decide to â€Å"serve god† and his people and help them rather than work for money.

my bridge is big essays

my bridge is big essays I built my bridge on the foundation of triangles because any engineer will tell you they are one of the strongest shapes. No matter where you put pressure that other two sides of the triangle pick up the excess pressure. I decided to build the triangles into boxes so the support would spread out over a much greater area. I also added extra glue to the joints to strengthen the corners that did not match up really flush. In doing so I created joints that were not entirely straight but hold up just as well. I also cut the toothpicks so I could use whole ones as hypotenuses. Many were thrown out because they were broken or had defects in them. Many difficulties I encountered were not having enough fingers to glue the four sides down. Also it was a huge mess when the glue bottle became clogged and would not pour out until you squeezed it very hard. Well it then came oozing out all over your bridge and wasted like half the tube all over the wax paper or your mothers nice table. It was also very hard to get the toothpicks to stay in the upright position and when you moved a slight bit either way the toothpick on the other side would fall over. Mechanical engineering involved in the bridge building process included finding out that 45-degree angles were the strongest and that mass and stress put on these angles broke after the toothpicks were bent. Some careers include architecture, masonry, carpentry, astronomy and being a high school physics teacher. ...

The significant role of financial intermediaries Essay

The significant role of financial intermediaries - Essay Example In the process of redistributing savings into productive uses, financial intermediaries combine small savings into substantial pools of capital which are re-lent to a wide number and variety of borrowers, or invested in various forms of securities, thus providing risk diversification and liquidity. Intermediation is defined as the placement of money with a financial intermediary which invests in bonds, stocks, mortgages, loans, money market securities and government obligations to achieve targeted returns. Essential to understanding the intermediation market is the existence of a direct credit market where borrowers or investors meet and transact financial business directly with the providers of funds. An example is a cash-rich business which purchases a commercial paper directly from a finance company. Another would be a household that buys a new share of stock of an industrial company from a stockbroker which underwrote the issue. No financial intermediary was involved here because it was not necessary. A financial intermediary plays a significant role only when hindrances or inefficiencies can occur, such as when the denomination, maturity, and other security characteristics do not match exactly the desires and requirements of the SSU. When a household has available funds of only â‚ ¤500, it would not be able to participate in buying a bond issue denominated at â‚ ¤5000 each. Financial intermediaries come into the picture when it buys direct claims from the DSUs with specific security characteristics (maturity, denomination, and liquidity) and sells indirect claims to SSUs packaged to conform to the specific requirements of the market.

Stem Cells Research Essay Example | Topics and Well Written Essays - 2500 words

Stem Cells Research - Essay Example In the attempt to bring some semblance of civility from both opposing camps, many articles have been written both for general readership and for the scientific community. The discourses have been tackled from different angles of argument yet it is still difficult to find middle ground. There are significant differences between a scholarly and popular publication. Academic publication aims to provide the scientific community and academe theoretically based arguments that would capture their attention. Popular publications on the other hand aim to educate the general public on the contentious issues without venturing into technical terminologies that may cloud the issue further. Writers for popular publications should consider the limitations of readers when it comes to explaining relevant facts. The academic and scientific community would not accept simple explanations for the issues. They would consider the validity of the arguments if they were well grounded and anchored on accepted theories. Both mediums aim to inform but they carry different weights. In examining some examples of the two types of publications, it is but appropriate to consider the audience each of the publications was intended for. Ultimately, the intention of the writers is to educate the publ ic. At first glance, without delving into details, academic pub... If one would require fast facts, then it is more practical to turn to popular publications. The strategy of this paper is to pair up two articles from each type with similar issues discussed. This would give the readers two presentations for the same issue. The Regulation Argument Popular Publication Article Title: To create, or not to create Author: Bernadine Healy, M.D. Publication: U.S. News & World Report. Washington Academic Publication Article: Navigating the quagmire: the regulation of human embryonic stem cell research Author/s: D.G.Jones and C.R.Towns Publication: Human Reproduction Dr. Healy, writing on the necessity of having ground rules set before pursuing stem cell research further, attempted to influence her readers through her more emotional contentions about the issue. There was no attempt to elaborate on details. The writer dealt with simple facts that the public can easily relate and understand. She did give a brief background on the progress of legislation but very little detail. Healy presented one position on banning the continuance of stem cell research. She wrote, "A Swiss law that took effect earlier this month is typical of laws in most European countries: It bans embryo creation outright."1 Jones and Towns elaborated on four different positions. Position A advocated complete ban of stem cell research; Position B called for status quo; Position C allowed continued research within the 14-day limit for embryo extraction; and Position D permitted the creation of human embryo for research purposes in addition to the other current research initiatives.2 Comparing the intentions of the two articles, both are informative but the writers of the scholarly publication allowed the readers to form their opinions after having

Cell Biology Essay Example | Topics and Well Written Essays - 500 words - 3

Cell Biology - Essay Example Their sizes range from 1 to 100 micrometers. Thanks to modern day technology, detailed images of the most complex cells can be obtained through advance microscopes. Mainly there are 2 types of cells, Eukaryotic and Prokaryotic; the first ones can be found in animal, plants and fungi while the later ones include bacteria and archaeans. Prokaryotes are single-celled organisms which were the most primitive forms of life on earth, and are able to survive in the most extreme habitats. Cell biology has made one of the most useful and interesting discoveries of modern times – DNA. DNA (deoxyribonucleic acid) is perhaps the key to finding the hidden truths about human life cycle. DNA is type of molecule known as nucleic acid, and is located within the nucleus of cells (Bailey 2010). Chromosomes are the main component of reproduction; proteins and DNA are the main constituents within these chromosomes, therefore DNA serve as a major part of reproduction cycle. Cells have quite a complex structure, there are other structures contained in a single cell and are called as Organelles. Each of these organelles carries out a specific task, just like the different organs of our bodies, which perform their specific function in order to enable the running of over all system smoothly. Similarly these organelles execute wide range of functions within a cell that range from providing energy to reproducing hormones and enzymes. The Eukaryotic cells contain different range of organelles and prokaryotic contain separate organelles, which are known as ribosome. In the same way plants and animals have different combinations of organelles but some of the elements are common throughout, such as: Nucleus, Mitochondria, Endoplasmic reticulum and Golgi complex. The unique characteristic of cells is that different types of cells have a different reproduction mechanism for them. Fossils from primitive times came into their final form through a process called

The direction Germanys Foreign Policy took between 1871 and 1890 Essay Example for Free

The direction Germanys Foreign Policy took between 1871 and 1890 Essay To what extent was Bismarck in control of the direction Germanys Foreign Policy took between 1871 and 1890? To this very day Otto Von Bismarck remains one of the most significant political figureheads of modern Germany. This stature derives from his contribution to the creation and shaping of the modern German state as Prussian minister president and imperial chancellor from 1862 to 1890. Until his resignation in 1890, Bismarck had a relatively freehand in conducting foreign policy. After three successful wars, he saw his task as promoting peace and gaining time so that the powerful German Empire would come to be accepted as natural. Bismarcks two areas of concern were the Balkans, where the disintegration of the Turkish empire could easily lead to conflict between the Habsburg monarchy and Russia, and France, where the desire to avenge the defeat at Sedan was strong. In each area a general European conflagration could flare up and involve Germany. In the following I am going to investigate the extent of which Bismarck was in control of Germanys Foreign Policy between 1871 and 1890. In the two decades proceeding the unification of Germany Bismarck was the dominant statesman of Europe, controlling the policy of Germany, settling disputes between other countries, and entangling all of Europe into a complex web of alliances and understandings, all of which were intended to preserve peace in Europe. If Germany made a foolish decision, this could ensue the disintegration of the whole system. In order to understand how the system created by Bismarck was dependant on Germany it is necessary to examine the predicament each power was in. The powers can be divided into two different classes: the satiated powers, Germany and Britain who were happy with the status quo; and the malcontent powers, France, Russia and Austria-Hungary, which still had interest in European expansion In my opinion, one man cannot control the course of one nations history, although there can be no disputing that Bismarck was a wonderfully skilled and talented politician, I feel he acted to situations as they arose, rather than orchestrating events. Therefore I perceive Bismarck as an interventionist rather than an intentionalist. It is possible to conclude that if a European conflict were to develop, it would occur in one of two places. The first possibility was a conflict between France and Germany over the annexation of Alsace-Lorraine on the Rhine; the second would be a conflict involving either Austria or Britain against Russia in the Balkans. One argument to imply that Bismarck was in full control of the direction of German Foreign Policy between 1871 and 1890 was his radical change of policy. In the decade preceding the Unification, Germany was involved in three wars, which Bismarck had instigated, in order to achieve the United Germany. For the rest of Bismarcks career Germany remained at peace (Lee, Stephen one of the leading historians of European history, he presents both arguments on my debate, therefore he is a reliable historian to quote). Bismarck wanted to focus on maintaining the unified Germany as it was. This is very clear and accurate as for twenty years, following the Unification; Germany was never at war. One possibility where a European Conflict could occur was between France and Germany on the Rhine. It could be argued that Bismarck was fully in control of this situation and that the isolation of France was due to Bismarcks careful planning. It may be suggested that Bismarck premeditated that France would eventually seek revenge for their defeat in the Franco-Prussian War. Bismarck was not afraid of France alone, but he wanted to ensure that France would not align herself with Russia or Austria; therefore he set about isolating France through a series of complex and intricate treaties. The first of Bismarcks complex web of alliance was the Dreikaiserbund (1872), also known as the League of the Three Emperors (1872). Bismarcks aim for forming this League was to isolate France by expanding relations with Austria and Russia. The partners were Kaiser William I of Germany, Tsar Alexander II of Russia and Emperor Francis Joseph of Austria. These three rulers agreed to maintain the existin g territorial arrangements in Europe; to resist the spread of revolutionary (e.g. socialist) movements; and to consult one another if any international difficulties arose. France was deviously being diplomatically isolated. This understanding, strengthened Germanys position in Europe and helped to maintain the Status Quo. A further strategy of Bismarcks in the isolation of France was how Bismarck had tactfully encouraged France to expand overseas in the hope of diverting her attention away from Alsace-Lorraine. French annexation of Tunis in northern Africa in 1881 alienated Italy. Italy was thus driven into Bismarcks camp in anger. Therefore Italy joined The Triple Alliance of 1882. The terms of the alliance if Italy or Germany were attacked by France, each would aid the other; if Austria was attacked by Russia, Italy would remain neutral, although Austria would aid Italy if she was attacked by France; if one of the parties was attacked by two or more powers, the other signatories were to come to her aid; and at Italys request, both Austria and Germany agreed that in no case would the Treaty operate against Britain. Consequently, by this time, a powerful bloc had been formed in central Europe. Germany was now guaranteed against Russia by Austria, and against France by Italy. Bismarck had successfully kept the friendship of Russia, Austria and Italy and kept France completely isolated. He was indeed a skilful diplomat who was able to handle the European powers for Germanys advantage. Moreover, following these alliances, Bismarck formed the Reinsurance Treaty (1887) with Russia. This Treaty on its face did not do much. Both Russia and Germany promised to remain neutral in case the other was involved in a war with a great power, except for a Russian attack on Austria, or a German one on France. Since there were the only two possible conflicts, it seems the treaty might be useless. This, however, is not true. As Bismarck explained, Our relations with Russia depend exclusively on the personal feeling of the Tsar Alexander III, and such a treaty brought Germany up a notch in the Tsars eyes. Thus the Treaty led to better Russo-German understanding, and at least temporarily lowered the chance of a Russo-French alliance. The complicated set of treaties and alliances show Bismarck to be in control and carefully planning for all eventualities. James Joll supports this view; Bismarck needed to ensure that France remained isolated and thus unable to think in terms of revenge for 1870 and of war for the recovery of Alsace Lorraine. On the other hand, a case can be constructed to argue that Bismarck was not in full control, that he was a revisionist, reacting to events as they arose, this is obvious in the instance of Bismarcks policy of French isolation. According to D. Richards, Bismarck was willing to run the risk of alienating French feeling because, Firstly. France would take many years to recover from the Franco-Prussian war. Secondly. he could use the bogey of a French war of revenge to make the Reichstag maintain a high level of German armaments. And. Thirdly. his diplomatic genius could keep France isolated. But the first of these assumptions was grossly misplaced, showing Bismarcks naivety. The French recovery was faster that Bismarck had anticipated. The indemnity was paid off by 1873 and they rebuilt their army. The popular French press began to demand the return of Alsace Lorraine. During 1874 and 1875 the French increased their regiment sizes by approximately thirty-five per cent and ordered an extension of the cavalry and armaments division. Bismarck made a further blunder, believing that the French establishing an overtly democratic Republic would frighten off Russia and Britain, Bismarck demanded an increase in the army budget from the Reichstag. This led to the German press commenting on a war in sight crisis. Moreover, Britain and Russia pledged their allegiance to France if Germany declared war. From this it appears as if Bismarck lived in the moment and responded to its challenge (Taylor, again Taylor is another leading historian on this topic and is a reliable source). He reacted to problems as they manifested rather than avoiding them. Also, from this it seems as though, Bismarck caused many of the problems. Perhaps the most important argument supporting the intentionalist viewpoint is Bismarcks role as the honest broker at the Congress of Berlin in 1878, he was more interested in European peace than German Empire building. Bismarck can clearly been seen as one of the strongest proponents of peace in the Eastern Crisis of 1877, this is apparent, even before the crisis. Bismarck understood that there was a European Conflict, just waiting to happen in the Balkans. He saw that Russia, occupying the majority of Europes eastern flank, her interests lay in the expansion of her power in the Balkans, with her ultimate goal being the straits and Tsarograd. Bismarck construed that Austria-Hungary was the opposition to Russian expansion, as it had been expanding in that direction since 1866. Russia was the more powerful state, and Austria would need Germanys backing to defeat it. However, Russia feared a recreation of the Crimean Alliance, if she was to move to close to the Straits. To control the problem, in 1876, Bismarck proposed a solution, he suggested that Britain take Egypt and the Suez, Austria take Bosnia, while the Russians take Bulgaria, which left a much weakened Turkey to occupy the Straits, removing one of the sore spots of Europe off the map (Langer). Bismarck saw that the Balkans was the most likely place for a major conflict to occur and had reduced the chances of this. Despite, Bismarcks earlier attempts a crisis in the east developed when Russia was quick to react to the plight of the Slavs when Turkey attempted to quench an uprising in Bulgaria. Britain was not as antagonistic to Russian expansion as it had been previously. British public opinion moved to the Turkish side, after the tiny fortress of Plevna held out against Russian assaults for five months. Moreover the Treaty of San Stefano lay counter to 1877 accords signed with Austria, and was also highly offensive to Britain, since it gave Bulgaria, and via Bulgaria to Russia access to the Mediterranean. The decision of the powers was that the eastern question was to be decided at a Congress of Berlin, with the German chancellor acting as honest broker. Under the Congress, and Bismarcks advising the newly created Bulgaria was split into three parts: Bulgaria, Rumelia and Macedonia. Macedonia stayed under Turkish control. Rumelia was to be administered by Turkey, but Turkish troops never reoccupied the province. Bulgaria was to be set up as an independent state, but in reality was to be a Russian puppet. Austria was allowed to occupy, though not to annex Bosnia and Herzegovina. Bismarck was extremely important to a peaceful settlement of the crisis. Even before the crisis, Bismarck was approached by Russia, asking if Germany would remain neutral in case of an Austro-Russian war. Bismarcks response was very similar to all his responses to this question throughout his rule: we could endure that our friends should lose or win battles against each other, but not that one of the two should be so severely wounded and injured that its position as an independent Great Power would be endangered. Bismarck knew that he needed Russia to protect its northern border and Austria to secure its western border. He was unwilling to choose between Russia and Austria, since he needed both countries to counterbalance each other, the weakening of either one meant greater German dependency on the other. The reasons that Bismarck wanted peace were completely in line with Realpolitik: he wanted peace because peace and the status quo were favorable to Germany. The Eastern crisis demonstrates Bismarcks genius as a politician, planning and manipulating situations to his advantage, in order to maintain the status quo. However, an argument could be composed from a revisionist viewpoint, William Carr suggests, The truth is that he acted once again on the spur of the moments to deal with an emergency situation-largely of his own making. This is demonstrated with his involvement in the Eastern Crisis. The first instance is shown with his dealing of the Balkan problem in1876. A solution he proposed that the British seize control of Egypt and the Suez; Austria takes Bosnia, Russia controls Bulgaria, leaving a weak Turkey to occupy the Straits. Bismarck, of his own accord, admitted that this was a picture of his fancy, rather than an immediate practicable solution. Hereafter Bismarck reveals his ignorance of world affairs. Moreover Taylor writes, the days of European upheaval were over; they would not come again until one of the powers felt itself strong enough to challenge the balance which had been established at the congress of Berlin. This suggests that a conflict may never have actually erupted, since Germany was the most powerful state in Europe, it would also be the deciding force in any European war. Going to war against it would be foolish unless the opposing coalition had one more great power than the coalition, which was supported by Germany. Thus, Bismarcks involvement was meaningless and actually could have disrupted the status quo. Perhaps the most important argument supporting the intentionalist view is Bismarcks control of the Austro-Russian friendship and that of Germany, and the Alliance System, he employed to maintain their relationship. According to Langer, No other statesman of standing had ever before shown the same great moderation and sound political sense of the possible and the desirable, this can clearly be justified. There were five main understandings and alliances, which were established during the two decades, following the Unification of Germany, by Bismarck to obtain peace within Europe, and fundamentally between Austria and Russia. The first of which was in 1873 when he created a set of treaties between Austria, Russia and Germany, which created the Three Emperors League (Dreikaiserbund) Although the Dreikaiserbund was not an official treaty of alliance, it was an agreement by the three leaders to maintain a close association so that, the maintenance of the peace of Europe be secured, and if necessary defended from every quarter (Gordon Craig, is again an expert in this field and his book Germany 1866-1945, is critically acclaimed and an extremely reliable source). The pact pronounced a step forward in the preservation of peace, if only through the very fact that the agreement was signed. It marked a rapprochement both between Germany and Austria-Hungary, Austria-Hungary and Russia, moreover between Germany and Russia. The dà ¯Ã‚ ¿Ã‚ ½tente between Austria and Russia was extremely important to preserving the peace in the Balkans, because they had to agree on compromises over influence and maintenance of the ba lance of power to avoid war. The initiation of dialogue, between the two countries, although informal, was a huge step forward. Moreover the reaffirmed friendship between Austria and Germany was a sign that the tension between the two, over Germanys defeat of Austria in 1866, had eased. Although the pact was unofficial, it sent a message to France that the conservative eastern block had been rebuilt. Thus the Dreikaiserbund, indirectly, reduced the threat of war on two fronts, on the Rhineland and in the Balkans. The second instance where Bismarck created an alliance to maintain peace between Austria, Russia and Germany herself, was the Dual Alliance. This was an agreement by Germany and Austria in which either power would assist the other in attacked by Russia, and would stay neutral in case of an attack by any other power. An argument may suggest that Bismarck implemented this alliance in order to diplomatically isolate France. This caused the Russians to seek an alliance with Germany, as they needed Germanys backing for their expansion in the Balkans. Bismarck, however, was more interested in a three party agreement, since it was the only system offering the maximum of stability for the peace of Europe (Langer, A leading authority in the field of diplomatic history, wrote extensively on the diplomatic climate preceding World Wars I and II. His work includes, European Alliances and Alignments). Although Russia was not directly interested in an alliance with Austria, it had to conclude one in order to get German support in the Balkans. Bismarck intentionally manipulated Russia into seeking an alliance with Germany, which led to the Second Dreikaiserbund in 1881. In this instance, again supporting the intentionalist argument, Russia, Austria-Hungary and Germany agreed that if any of the signatories found itself at war with a fourth power (except Turkey), the other two promised to remain neutral, thus destroying any likelihood of France finding any allies for a revenge war with Germany. Furthermore Bismarck tactically removed tension between Russia and Austria and, according to Rich, provided a foothold for negotiations between them in the event of a crisis. Bismarck had found two allies in Russia and Austria and had isolated France, by planning and maneuvering events to his advantage. Preceding this Bismarck created the Triple Alliance, between Germany, Austria-Hungary and Italy. This again demonstrates the intentionalist argument, where Bismarck anticipated that Russia and France might still have formed an agreement; he extended the Dual Alliance to Italy. His reasoning for this was that Germany should always seek to be part of a larger combination, when there are five [powers], try to be a trois. Moreover a purpose of this alliance was to reduce the likelihood of Italy going to war against Austria in a general conflict. As Bismarck put it, he would be happy if one Italian corporal with the Italian flag and a drummer at his side should take the field on the western front, and not on the eastern front. The alliance provided the support of Italy or Germany in case of a French attack, support in case of an attack by two great powers on any of the signatories, and neutrality in case one of the powers was threatened and forced to make war, respectively. Thus the alliance created a situation where no power could attack any other power without having all of Europe against it. Bismarck had reduced the chances of waging war successfully, and therefore the chances of war in general fell. The intentionalist case is supported further, since after the bond between Austria and Russia, which Bismarck had built, was disrupted by the Bulgarian Crisis of 1885 and posed the threat of Russias gravitation towards France, he formed The Reinsurance Treaty of 1887, in strict secrecy. This guaranteed that Russia would remain neutral in the event of any war between Germany and France, provided that France was the aggressor. Ultimately, Bismarck had carefully and systematically crafted a system of alliances and agreements, which if properly used and maintained would keep Europe at peace. The alternative argument is that Bismarck simply reacted to events, with no clear structure and certainly with no overall scheme, in an attempt to maintain relations with and between Russia and Austria. It is argued that the other powers provided him with his opportunities, all he had to do is manipulate these at short notice (lee). This case is strongly supported by A.J.P. Taylor, who maintained that Bismarck lived in the moment and responded to its challenge. An argument for a more careless and impulsive Bismarck it may be compiled, although the Dreikaiserbund did reduce the risk of war with France by creating and allegiance between Germany and Russia, it was in fact Tsar Alexander II who suggested Russias membership, Bismarck merely accepted the opportunity (Lee). Following the Balkan Crisis, as Taylor argues, Bismarck rushed into the Dual Alliance with Austria and he was manipulated to such an extent, he was forced to say to the Austrian Foreign Minister, Andrassy, If you will no accept my terms, then I am forced to accept yours. After his initial carelessness Bismarck attempted to compensate by renewing the Dreikaiserbund in 1881, attempting to prevent his mistake that if a war between Russia and Austria occurred, Germany would be on the side of Austria. Also he tried to compensate by forming the Triple alliance, to prevent Italy from attacking Austria and to help in any war between Germany and France. After the Bulgarian Crisis of 1885, which threatened Bismarcks hasty arrangements, Bismarck created the secret Reinsurance Treaty, which so easily could have ruined the Dual Alliance, which is why his successors failed to renew it. Bismarck had created a web of alliances and agreements on the spur of the moments, that was so intertwined and complex that the next Chancellor, Caprivi, found that the system was already on the verge of collapse. Malcolm Pasely goes as far as to suggest that the alliances themselves would never be successful because they were too weak, The new structure was fragile, suggesting how the Triple Alliance was inferior and could easily collapses, as it did after the Bulgarian Crisis of 1885. Another point, indicating that Bismarck was not in control of Germanys foreign policy, is how during this time of elevated discussion and activity between Germany and the rest of Europe, Bismarck failed to involve Britain, who at the time was the most powerful nation in the world. At this time Britain had interests connected with the continent, the main one being the preservation of Turkey in order to prevent Russian control of the Dardannelles and Bosphorus. Most of the British interests lay in her numerous colonies, and an absence of a strong army kept Britain from actively participating in continental affairs. Her fleet, however, remained a threat to any power with maritime interests. Thus she was able to bully Russians into staying away from the straits, lest Britain recreate the Crimean alliance, or even attack Russia itself. In failing to concern Britain, Bismarck was unsuccessful in forming an ally against Russia On the other hand, it could be argued that Bismarck had no reason to involve Britain, as she was one of the two satiated powers and was interested in maintaining the status quo. Moreover Britain was an island, and was in a stage of isolationism. Involving Britain may have upset the Status Quo and resulted in further complications. Both arguments are extremely strong, and it is very hard to decide which is the stronger. Andrew Bonar Law said that, There is no such thing as an inevitable war. If war comes it will be from a failure of human wisdom, I believe that Bismarck engineered Germany to maintain peace within Europe. However, whether Bismarck was in control of the bearing that Germanys foreign politics took between 1870 and 1890 is debatable and I perpetuate that Bismarck was an interventionist, rather than an intentionalist. He maneuvered and manipulated events as they happened, rather than foreseeing and planning for the events that arose. This is explanatory by the state of foreign affairs that Caprivi inherited, which ultimately led to the First World War. The Reinsurance Treaty that Bismarck had forged with Tsar Alexander II was a secret Treaty that Caprivi thought was too risky and could have easily wrecked the Dual Alliance. He failed to resign the Treaty, therefore relations between Germany and Russia disintegrated and Russia began to gravitate toward France. Thus Bismarcks perplexed and somewhat confusing web of Treaties and Alliances, which were in a precarious position, became untangled, and hence World War One erupted. Therefore it is possible to argue that, although Bismarck managed to keep the newly United Germany at peace, what Law suggests is true of Bismarck, that in fact it was through Bismarcks failure of human wisdom that the First World war occurred.