KAKA E :: essays research papers

&65279Barker WhiteMC-400 WEDPrivacy Chapters 7 & 8What is privacy? What makes our lives private? Privacy is a law today that has not beenknown for very long. The idea of privacy that everyone has running through their minds is just tobe left alone. In reality what constitutes the crossing of the privacy line. It wasnt until 1890when two custody wrote in the Harvard Law Review to the highest degree the The Right to Privacy.? The twomen were Samuel D. Warren and Louis D. Brandeis, the two were young lawyers who had thesense to right papers on what they thought were Americans rights to privacy. After their ideaswere published they attempted to pass their knowledge on to the act systems asking to makelaws that would follow their papers. Most court systems did not accept on that point law until 13 yearslater when the state of New York passed the starting signal privacy law. The law prohibited the commercialexploitation of an individual (Pember 240). The privacy law that the state of New York adapted well and began spreading to manystates however not vert fast, it took roughly 90 years to get the law spread. Mainly because the mostof the courts used the Bill of Rights as a persons?privacy protection. To this day there argon statesthat still do not have individual privacy rights. As our government much clearly defines ourprivacy rights then more states provide join in on adopting the rights to their laws. Within the pastcouple years the government has developed for different torts that would accuse somebody ininvasion of privacy. The torts are listed as following1. Appropriation of name or likeness for trade purposes (Pember 241)2. Intrusion upon an individuals solitude (Pember 241)3. Publication of private information about an individual (Pember 241)4. Publishing material that puts an individual in a false light (Pember 241)From the time that these torts were declared as the rights to privacy the law became much morecomplicated than before. The first form of invasion of privacy is appropriation and the book defines it as taking apersons name, picture, photograph, or likeness and development it for a commercial gain withoutpermission (Pember 241). In laymen terms a person cannot impersonate another without thepermission of the person being impersonated. This tort is the biggest of the four-spot when it comesinvasion of privacy. Of all the torts, appropriation is the oldest and the most comprehensible untilmore has been added on. An obvious case to relate how the basic form of appropriation works it

The European Union (EU) vs the North American Free Trade Agreement Essa

The European Union (EU) vs the North American Free Trade AgreementIntroduction The European Union (EU) is the organization which integrates the countries listed below, both politically and economically. It is a customs union, which is an agreement amongst a group of countries to eliminate trade barriers between them on the movement of goods, services, labor party and capital, and also to establish a common external tariff on goods and services coming into the union. The EU evolved from the European Coal and Steel fellowship (ECSC), which was create in 1951 as a response to the First and Second World Wars to try to ensure future peace in Europe. This became the European Economic Community (EEC) in 1965, which in turn became the European Union in 1992 following the signing of the Maastricht Treaty.The North American Free Trade Agreement (NAFTA) has brought economic product and rising standards of living for the people of all three member countries since 1994. As well, by strengthen ing the rules and procedures governing trade and investment throughout the continent, NAFTA has proved to be a solid foundation for building Canadas future prosperity. NAFTA has en abled both Canada and Mexico to increase their exports to the United States Canadian manufacturers now send more than half their occupation to the U.S., while Mexicos share of the U.S. import market has almost doubled from 6.9% in pre-NAFTA 1993 to 11.6% in 2002. Manufacturers in all three countries are better able to realize their full potential by operating in a larger, more integrated and efficient North American economy. In 2002, Canada was the most principal(prenominal) destination for merchandise exports from 39 of the 50 U.S. states. Relevant Sections Trading Blocs... ...ading blocs the growth of regionalism in the world economy, New York John Wiley & Sons.Hopkinson, N. (1992) Completing the GATT Uruguay Round re-create multilateralism or a world of regional trading blocs, Wilton Park Paper No. 61 London.Hunt, D. (1989) Economic theories of development an analysis of competing paradigms, New York Harvester Wheatsheaf.OBrien, R. (1992) Global financial integration the end of geography, London Pinter.Preeg, E. M. (1989). The GATT trading system in transition an analytic survey of recent literature. The Washington every quarter 12, 201-213.Schott, J.J., ed. (1989) Free trade areas and U.S. trade policy, Institute for International Economics, Washington, D.C., p. 59United Nations Conference on Trade and ontogenesis (UNCTAD) (1999) Handbook of Trade and Development Statistics, Geneva United Nations.

Russian Revolution :: Russian Russia History

Russian RevolutionBetween 1861 and 1917, Russian society had undergone umteen changes. It is safe to say that every aspect of that society had been some how modified. These changes led up to the Bolshevik revolution in November of 1917. Given the nature of Russian society, was the Bolshevik revolution unavoidable? Among the changes Russian society had undergone, one starts off the whole chain of events. This was the e whilecipation of the serfs, in 1861, by Czar horse parsley. The emancipation freed 44 gazillion peasants. The Czar knew that the only way to end the discontent of the serfs and to show that Russia too was a modern society would be to let them free. The Edict of Emancipation caused more than problems these uneducated peasants. The land now assigned to them was smaller then the plots they were using as serfs. This was an average of 8 acres. There was also a forty-nine grade period over which installments could be paid before the peasants were given full ownership of the land. In fact many peasants were still working for their landlords after the edict. Because of his efforts Alexander was nicknamed the liberator. Despite giving the serfs their freedom, Alexanders actions cause more problems then they solved. After the unification of Germany between 1861 and 1891, which accele regularised its military and political power, Russia too felt it should industrialize. A man named Sergei Witte, who was Minister of Finance from 1892-1903, almost single-handedly pushed Russia into its industrialization. He knew that Russia needed something to start her on the road to industrialization. Wittes efforts made industrial advances from 1892 to 1910. Between 1880 and 1914, Russia had a growth rate of 3.5%. This would have surely brought Russian higher in the rank of industrial and economical world powers. It was said that all Russia needs is 20 years of peace, without struggle and she will not be in risk of revolution. Unfortunately, the statement was ignored and in 1904, Russia commenced a yearlong war with Japan. The Czars ministers had assured him that the war with Japan would be an easy victory. In fact Russia suffered a devastating defeat. This leads to the revolution of 1905. Along with industrialization, Russia needed to educate the population. A large majority of the population was illiterate, and factories were looking for more skilled workers. The education of the people led to the growing popularity of several anti-Czarist groups.

Death Over Life in Flauberts Madame Bovary Essay -- Madame Bovary Ess

Death Over Life in Flauberts Madame Bovary Often in literature, a character is found that is quite memorable. Never was this more true than in Flauberts Madame Bovary. To some, Emma Bovarys action at the end of the novel was drastic and unnecessary new(prenominal)s believed her remnant to be the end of the natural progression of the story. However, Emmas decision to commit suicide was relatively simple, yet came as a last resort. She had exhausted all the other options she felt were available, and in the end made her plan based on finances, lost love, and the sheer boredom of her life. One motivation for Emmas suicide was her financial problems. She exhausted extravagant amounts of her husband, Charles, money on dresses, scarves, and house decorations. More money was expended for Emmas music lessons, which were actually her alibi for her affair with Leon. Also, she had spent too much money term preparing to run off with Rodolphe, a journey that never occurred. All Emmas debts piled up, then came due at the same time she tried to put them out of her mind, to no avail. She even went as far as to beg money from Rodolphe, her former lover, who rejects her. After leaving Rodolphe Emma is angry she has lost her normal ability to reason, but could hushed make a decision (Roe 42). As she could not forget, she devised, in a moment of Emma-style logic, the solution to her problems. So, ...in an ecstasy of heroism, that made her almost joyous, she ran down the hill...and reached the chemists storehouse (Flaubert 221-222). Once at the chemists, she frantically ingests a lethal dose of arsenic. It is tragic that the only release from her problems Emma could see was death. Emmas failed love af... ...cide became her only option, and having taken the action she purpose necessary, ...she went home, suddenly calmed, and with something of the serenity of one who had performed a duty (Flaubert 222). However, Emmas death was not serene it was vi olent and grotesque. Ironically, she did finally achieve tragic romance heroine status she died young, penniless, and heartbroken. kit and boodle Cited Buck, Stratton. Gustave Flaubert. University of the South Twayne. 1966. 68-72. Flaubert, Gustave. Madame Bovary. New York Dover. 1996. Green, Frederick C. French Novelists From the Revolution to Proust. New York Frederick Ungar, 1964. 233. Roe, David. Gustave Flaubert. New York St. Martins, 1989. Turnell, Martin. Madame Bovary. Flaubert A Collection of Critical Essays. Ed. Raymond Giraud. Englewood Cliffs Prentice-Hall, 1964.

Brief History Of Databases :: essays research papers

Brief History Of DatabasesIn the 1960s, the use of main frame computers became far-flung in manycompanies. To access vast amounts of stored teaching, these companiesstarted to use computer programs like COBOL and FORTRAN. Data accessibility anddata sharing soon became an important feature because of the walloping amount ofinformation recquired by different departments within certain companies. Withthis system, each application owns its own data files. The problems thusassociated with this type of file processing was ungoverned redundancy,inconsistent data, inflexibility, poor enforcement of standards, and lowprogrammer maintenance.In 1964, MIS (Management Information Systems) was introduced. Thiswould prove to be very influential towards future designs of computer systemsand the methods they will use in manipulating data.In 1966, Philip Kotler had the first description of how managers couldbenefit from the powerful capabilities of the electronic computer as amanagement tool.In 19 69, Berson developed a marketing information system for marketingresearch. In 1970, the Montgomery urban model was developed stressing thequantitative aspect of management by highlighting a data bank, a model bank, anda measurement statistics bank. All of these factors will be influential onfuture models of storing data in a pool. According to Martine, in 1981, adatabase is a shared collection of interrelated data designed to meet the needsof multiple types of end users. The data is stored in one location so that theyare independent of the programs that use them, keeping in mind data integritywith respect to the approaches to adding new data, modifying data, andretrieving existing data. A database is shared and perceived other than bymultiple users. This leads to the arrival of Database Management Systems.These systems first appeared around the 1970=s as solutions to problemsassociated with mainframe computers. Originally, pre-database programs accessedtheir own data files. Conseque ntly, similar data had to be stored in otherareas where that certain piece of information was relevant. Simple things likeaddresses were stored in customer information files, accounts receivable records,and so on. This created redundancy and inefficiency. Updating files, likestoring files, was in any case a problem. When a customer=s address changed, all thefields where that customer=s address was stored had to be changed. If a fieldhappened to be missed, wherefore an inconsistency was created. When requests todevelop new ways to manipulate and summarize data arose, it only added to theproblem of having files attached to specific applications. New system designhad to be done, including new programs and new data file storage methods. Theclose connection between data files and programs sent the costs for storage and

Brief History Of Databases :: essays research papers

Brief History Of DatabasesIn the 1960s, the use of main frame computers became widespread in manycompanies. To access immense amounts of stored study, these companiesstarted to use computer programs like COBOL and FORTRAN. Data accessibility anddata sharing soon became an important feature because of the large amount ofinformation recquired by diverse departments within certain companies. Withthis system, each application owns its own data wedges. The problems thusassociated with this type of file processing was uncontrolled redundancy,inconsistent data, inflexibility, poor enforcement of standards, and low coder maintenance.In 1964, MIS ( solicitude Information Systems) was introduced. Thiswould prove to be very influential towards future designs of computer systemsand the methods they will use in manipulating data.In 1966, Philip Kotler had the first description of how managers could emolument from the powerful capabilities of the electronic computer as amanagement tool.In 196 9, Berson developed a marketing information system for marketingresearch. In 1970, the capital of Alabama urban model was developed stressing thequantitative aspect of management by highlighting a data bank, a model bank, anda measurement statistics bank. whole of these factors will be influential onfuture models of storing data in a pool. According to Martine, in 1981, adatabase is a shared collection of interrelate data designed to meet the needsof multiple types of end users. The data is stored in one location so that theyare independent of the programs that use them, retentiveness in mind data integritywith respect to the approaches to adding new data, modifying data, andretrieving existing data. A database is shared and perceived differently bymultiple users. This leads to the arrival of Database Management Systems.These systems first appeared around the 1970=s as solutions to problemsassociated with mainframe computers. Originally, pre-database programs accessedtheir own da ta files. Consequently, similar data had to be stored in otherareas where that certain piece of information was relevant. Simple things likeaddresses were stored in customer information files, accounts receivable records,and so on. This created redundancy and inefficiency. Updating files, likestoring files, was also a problem. When a customer=s address changed, all thefields where that customer=s address was stored had to be changed. If a fieldhappened to be missed, then an inconsistency was created. When requests todevelop new ways to manipulate and summarize data arose, it only added to theproblem of having files attached to specific applications. New system designhad to be done, including new programs and new data file storage methods. Theclose connection between data files and programs sent the costs for storage and

Marketing scenario

Positioned as an premium offering focused to lowest overall cost to shutdown users through superior overall performance. Leader in quality , performance and technological innovation Product railroads Carton sealing and industrial tapes Specialized adhesives different packaging yields SKI tape Manufactured using patented technology and a brand name for pressure untoughened carton sealing tapeEvery noble tensile strength and sheer resistance Positioning High Price K Products Low Quality High Quality pack Tensile revolutionary Product Low Price Problem Statement K tape competed against inferior economy grade ingatherings in carton sealing type obturate offered 25-35% lesser price Revenue of K- $68. 6 million PACK $28. 5 million 2012 Tensile -a new competitor had $2. 7 million dollar barter with one sales representative Should SST stay with high quality product or enter the economy grade segment ?Option 1 inaugurate the economy grade segment under the same brand PROS Acc ess to the economy segment Defend market share against competition Diversification of product portfolio CONS Dilution of the brand material body as a maker of technological superior product Conceptualization of its own product offering Accoutered product line Option 2 Enter the economy grade segment under different brand Implications for Customer Ability to fulfill need of price sensitive customers Possibility of change in perception of being a quality leaderDistributor Possibility to offer a low end SST product Even wider product range Limited sales force Sales Force Ability to offer more variety in terms of price levels More grounds to explain product differences Brand No positive impact Negative impact on brand image Option 2 Stay with high-quality products Maintaining image of quality Leader Loss of Market share Not targeting price sensitive consumers No need for adjustment in distribution policy.

College Enrollment Essay

Income inequality has been increasing for the past 20 days. A substantial part of the increase in income differences commode be explained by changes in the return to education. In vaulting horse terms, 1973 college graduates earned 45 percent more than heights school graduates by 1994 they earned 65 percent more, ground on real average hourly wages for college and high school graduates (Baumol and Blinder, 1997). The increasing income disparities mingled with groups of differing educational attainment raises concern that access to post chipary education (PSE) may non be as widespread as desired.President Clinton urged for the tendency of universal college access in his 1997 State of the Union address, We must(prenominal) make the thirteenth and quaternteenth years of educationat least 2 years of collegejust as universal in America by the 21st century as a high school education is today, and we must open the doors of college to only Americans. Using data from the natio nal grooming Longitudinal Study of 1988 (NELS) and the National Postsecondary scholarly person Aid Study (NPSAS), this study examines access to postsecondary education by mortals in different income and test score groups.While many studies have found a statistically significant effect of income on college registration,1 less attention has been p sanction to the effect of family income after controlling for scholarly person achievement. This study specifically addresses this issue. We besides search differences in the close of whether or non to come after PSE or in the type of PSE go toed. We argon interested in whether learners ar substituting less high-ticket(prenominal) alternatives ( much(prenominal) as public or 2-year institutions) for high cost institutions, or whether they are non touching PSE at all.However, we do not examine selectivity of institutions attended. An opposite goal of this study is to determine which operators, including high school experien ces, are especially crucial in ascertain college enrollment patterns. Hossler and Maple (1993) find that information on individual downplay factors al first bases them to predict, with a high degree of accuracy, which ninth-graders result go to college. The emphasis in our study is on how 1 See, for example, Leslie and Brinkman (1987), Savoca (1990), Schwartz (1986), and Mortenson and Wu (1990). SECTION I. presentment 1 MATHTECH, INC.early indicators, such as expectations and course-taking behavior in the eighth grade, are cerebrate to college attendance six years later. 2 Last, we explore whether monetary help oneself availability is a critical factor in determining PSE attendance. The combined effects of shifting federal support from grants to loans, and college instruction increasing at a rate express than inflation are expected to have a enceinte impact on enrollment patterns for wretched income youth. This report examines knowledge of and attitudes toward financia l aid, and the relationship between such factors and PSE attendance.We also examine the effect of financial aid receipt on PSE attendance. In summary, the main research questions addressed in this report are 1. 2. 3. 4. What percentage of students attend PSE, and what types of PSE do they attend? How are income and test score colligate to who goes to college? What factors, including high school experiences, are especially important in determining college enrollment patterns? Is financial aid availability a critical factor for determining PSE attendance? The rest of the report proceeds as follows.Section II describes the literature on individual and institutional factors that affect PSE attendance. Section III provides an overview of the data utilise in this report. It describes the NELS data, the NPSAS data, archetypes and weights used in the study, and correction of exemplar errors for have techniques. Section IV examines who goes to college. The section highlights the main an swers to the first two research questions posed above, in a univariate or multivariate framework. Section V examines factors related to PSE attendance.Section VI explores the importance of financial aid, including knowledge of financial aid, financial aid applications, and the relationship between being offered financial aid and PSE attendance. Last, we include a bibliography of cited references. The executive summary (at the beginning of the report) highlights our findings and provides policy implications. An NCES study, not yet released, has focused on the pipeline to higher education using the NELS data (NCES, 1997). SECTION I. INTRODUCTION 2 2 MATHTECH, INC. One subset of abbreviation for this study is the group of low income, high test score students.Low income, high test score students may have the potential to benefit greatly from PSE attendance and, therefore, we want to identify factors or constraints, particularly financial ones, that might limit the students educational opportunities beyond high school. SECTION I. INTRODUCTION 3 MATHTECH, INC. II. literary works REVIEW Much of the research on college enrollment patterns is founded upon the human capital model Gary Becker advanced. According to this theory, one decides to enroll in college as an investment in future earning power.Individuals calculate the value of attending college by comparing costs (direct and indirect) with expected income gains, and they make the decision that will maximize their utility over the long term. To understand enrollment behavior according to this model, it is necessary to look at such factors as tutorship levels, student financial aid, average wages for high school graduates, and the difference in lifetime earnings between high school and college graduates. Economists and others agree, however, that non-monetary factors also play a major part in the college enrollment decision.Sociologists models of status attainment have suggested a number of background variables that join with economic factors to influence college plans. These include twain personal traits (e. g. , academician ability) and interpersonal factors, such as the level of encouragement a student receives from parents and teachers. Hossler and Maple (1993) suggest that individual decisions on enrollment can be broken down into three stages predisposition, search, and choice. According to their research, students who will ultimately attend college can be differentiated from those who will not as early as the ninth grade.Within the econometric and sociological models outlined above, the factors touch enrollment in college can be divided into two general types those specific to individual students, such as academic achievement and parental education levels, and those specific to educational or vocational alternatives, such as college tuition, financial aid, and unemployment levels. bookmans enrollment decisions can be viewed as jointly determined by their individual characteristic s and the institutional or societal conditions that prevail. We first review individual traits that affect college enrollment, and then institutional determinants.SECTION II. LITERATURE REVIEW 4 MATHTECH, INC. A. INDIVIDUAL FACTORS THAT mend COLLEGE ENROLLMENT Several studies have used data from the National Longitudinal Study of the broad(prenominal) tutor Class of 1972 (NLS72), the National Longitudinal Survey of Labor Market Experience, Youth Cohort (NLSY), and the laid-back School and Beyond Survey (HSB) to examine the factors affecting college enrollments. Manski and fresh (1983), Rouse (1994), and a number of others have used the variables included in these data sets to estimate polynomial logit models of enrollment decisions.Among the researchers, there seems to be broad agreement regarding the individual traits that help to determine enrollment. These traits are discussed below. Manski and keen-witted (1983) presented a bring up point, namely that the enrollment pro cess begins with the students decision to give to college. This is much more important than the decisions made by college admissions personnel, since most would-be college students are likely to be admitted to close to postsecondary institution of average quality.Jackson (1988) reports that in 1972, more than 97 percent of college applicants were admitted to at least one of their top three choices. The factors of greatest interest, then, are those that cause the student to seek to enroll. Both Manski and advisable (1983) and Rouse (1994) find that individual traits such as achievement levels, high school class rank, and parental education levels are of primary importance in determining the likelihood of a students applying to college.They state that higher family income levels increase the probability of application as well, but to a lesser extent. Manski and Wise also cite a peer or high school quality effect, such that the larger the share of a high school ageds classmates wh o attend 4-year schools, the more likely he or she will be to do the same. A recent NCES report (1997) describes the relationship among six risk of exposure factors (such as changing schools two or more times) and PSE attendance rates. St. sewer and Noell (1989) and St. John (1990) draw similar conclusions from the NLS72 and HSB data sets.St. John and Noell state that certain hearty background variables appear to make college enrollment more likely. These include higher test scores, higher grades, higher SECTION II. LITERATURE REVIEW 5 MATHTECH, INC. get under ones skinly education levels,3 and family income, as cited by Manski and Wise and Rouse. Other key variables include participation in an academic track during high school and high postsecondary aspirations, as measured by students reporting of the highest level of schooling they expect to achieve.Hossler and Maple (1993) find that parental education levels have a stronger effect on enrollment plans than student ability or income level. Other background factors that researchers have found to be significant include the level of parental encouragement (Hossler, Braxton, and Coopersmith, 1989) and students own expectations about the college decision (Borus and Carpenter, 1984). Jackson (1988) concludes that test scores, grades, taking part in a college preparatory program, and attending a school with many college-going peers are the student attributes most important for college enrollment.Kohn, Manski, and Mundel (1976) report that parents education level has a positive effect on a students likelihood of enrollment, but state that this effect decreases as family income rises. A number of researchers have examined the effects of family income levels on college enrollment. Manski (199216) concludes that there are persistent patterns of stratification of college enrollments by income. Both Manski (1992) and Kane (1995) present census data for multi-year periods that show, for go income levels, a steadily increasing percentage of 18to 19-year-old dependent family members enrolled in college.Using the same data source, Clotfelter (1991) and Mortenson and Wu (1990) cite positive income effects for the 18- to 24year-old group as well. Hauser (1993) finds large family income effects on college enrollment for White and Hispanic families, but he finds no such effects for B pretermit families. 3 St. John and Noell do not include paternal education levels as a variable in their study. Manski and Wise and Rouse consider maternal and paternal education levels as identify variables, but present their conclusions in terms of parental education levels as a whole.Most of the studies reviewed here do not distinguish between dumbfounds and fathers education levels. One exception is the study by Kohn, Manski and Mundel (1976). This study estimates a model using subsamples of the SCOPE survey from two different states. While one group shows that the fathers education level has a greater effect on t he likelihood of college attendance than does the mothers, the other group shows the mothers education level as having a greater effect. SECTION II. LITERATURE REVIEW 6 MATHTECH, INC. B. INSTITUTIONAL FACTORS THAT AFFECT COLLEGE ENROLLMENT.In addition to the factors that operate at an individual level, researchers have found a variety of institutional factors, or factors pertaining to educational and vocational alternatives, that affect college enrollment levels. Manski and Wise (1983) include among these factors tuition level, quality of school (as measured by the average combined SAT score of incoming freshmen), and the availability of government and institutional financial aid.Rouse (1994) examines the factor of proximity by estimating changes in enrollments that would result from decreasing the averagedistance to the nearest 2-year college. She also considers the effects of tuition levels and financial aid availability, as well unemployment rates, which serve as a measure of com peting opportunities available to high school seniors.Tuition levels are another institutional factor with a significant effect on college enrollment. Leslie and Brinkman (1987) review 25 studies on this subject, and find a general consensus that a $100 increase in tuition nationwide, in 19821983 academic year dollars, would result in a 6 percent decline in the college participation rate for the 18- to 24-year-old group.Savoca (1990) makes the point that high tuition levels may lessen postsecondary enrollments in the aggregate by discouraging some students from ever applying to college. The effects of tuition levels are moderated in many cases by the effects of financial aid. McPherson and Schapiro (1991) state that the variable of interest should be net cost, or tuition less financial aid. At the initial stages of the enrollment decision, however, students often lack information on their eligibility for financial aid and the amount of aid they would be likely to receive.Researchers have differing views regarding the effects of financial aid on enrollment at different types of institutions. Reyes (1994) finds that increases in financial aid positively affect both 2-year and 4-year college enrollment rates, based on information from the NLSY and HSB. Manski and Wise (1983), using the NLS72, conclude that financial aid affects students decisions to attend 2-year institutions, as opposed to not going to college at all. However, this study finds that enrollments at 4-year schools have little sensitivity to the availability of financial aid.Manski and Wise do not consider the effect of financial aid on the students choice between a 2-year and a 4-year institution. SECTION II. LITERATURE REVIEW 7 MATHTECH, INC. Other researchers have compared the effects of decreasing tuition with the effects of increasing financial aid. Manski and Wise (1983) find that for those attending 2-year schools, an additional dollar of financial aid would be worth more than a one dollar re duction in tuition. St. John (1990172) also finds that college applicantsare more responsive to changes in student aid than to changes in tuition, except for those in the upper income group. Kane (1995), however, argues that while financial aid increases may be more equitable because they are factor tested, they are not as effective as decreases in tuition. This is a consequence of the complexity of the financial aid application process and the unwillingness of low income families to borrow to finance a college education. When studying the effect of tuition and financial aid on PSE enrollment, the group to be especially concerned about is low income students.Leslie and Brinkman (1987) and Savoca (1990) find that tuition levels affect enrollment decisions for low income students much more than for middle and upper income groups. By the same token, the availability of financial aid is a much more crucial factor for those at lower income levels. Orfield (1992) strains that the maximu m Pell grant is less than one-fifth of the tuition at an elite university. Such a gap between aid and costs, he contends, may steer many low income students toward lower cost schools. Hearns 1991 study supports this hypothesis.He finds that when academic ability, achievement, and other factors are controlled for, lower income students are especially likely to choose institutions of lower selectivity. Schwartz (1985) finds that low income students are affected differently by publicly provided financial aid and aid supplied by institutions. He states that public grants tend to promote greater equity among income groups in college enrollment. Private grants, however, are often awarded on the basis of academic ability, and they tend to favor students who could afford to go to college without them.Clotfelter (1991) expresses the same concern about the effects of institutional aid. Manski and Wise (1983) note that even public aid is not always awarded where the need is greatest. They stat e that in 1979, 59 percent of Basic Educational Opportunity Grants were awarded to students who would probably have gone to college in the absence of such aid. Table 1 summarizes the data sources used in the studies mentioned here. SECTION II. LITERATURE REVIEW 8 MATHTECH, INC.Table 1 MAIN entropy SOURCES FOR WORKS CITED IN LITERATURE REVIEW STUDY Borus, Michael E.and Carpenter, Susan A. , Factors Associated with College Attendance of High-School Seniors (1984) Clotfelter, Charles T. , Demand for Undergraduate Education (1991) Hauser, Robert M. , Trends in College Entry among Whites, Blacks, and Hispanics (1993) Hearn, James C. , Academic and Nonacademic Influences on the College Destinations of 1980 High School Graduates (1991) Hossler, Don, Braxton, John and Coopersmith, Georgia, Understanding College Choice (1989).Hossler, Don and Maple, Sue, Being Undecided about Postsecondary Education (1993) Jackson, Gregory A., Did College Choice Change during the Seventies? (1988) Kane, Th omas, Rising Public College Tuition and College Entry How nearly Do Public Subsidies Promote approach path to College? (1995) Kohn, Meir G. , Manski, Charles F. , and Mundel, David S. , An Empirical Investigation of Factors which Influence College-going Behavior (1976) Leslie, Larry L. , and Brinkman, Paul T. , bookman Price Response in high Education (1987) Manski, Charles F. , and Wise, David A. , College Choice in America (1983) Manski, Charles F. , Income and Higher Education (1992)McPherson, Michael S., and Schapiro, Morton Owen, Does Student Aid Affect College Enrollment? New Evidence on a Persistent argument (1991) Mortenson, Thomas G. , and Wu, Zhijun, High School Graduation and College Participation of Young Adults by Family Income Backgrounds 1970 to 1989 (1990) National Center for Education Statistics. Confronting the Odds Students At Risk and the Pipeline to Higher Education (1997). MAIN DATA SOURCES 1979 and 1980 National Longitudinal Surveys of Labor Market Experi ence, Youth Cohort (NLSY) Review of studies done by others, with data from Current race Survey (CPS) and High.School and Beyond (HSB) CPS HSB, Higher Education Research Institute (HERI) data Review of studies done by others Cluster sample of 5,000 atomic number 49 ninth graders National Longitudinal Study of the High School Class of 1972 (NLS72), HSB NLSY, HSB, CPS School to College Opportunities for Postsecondary Education (SCOPE) Survey Meta-analysis of studies done by others NLS72 NLS72, HSB, CPS accommodative Institutional Research Program (CIRP) data, CPS HSB, Current Population Report, CPS NELS SECTION II. LITERATURE REVIEW.9 MATHTECH, INC. STUDY Orfield, Gary, Money, Equity, and College Access (1992) Reyes, Suzanne, The College Enrollment Decision The utilisation of the Guaranteed Student Loan (1994) Rouse, Cecilia Elena, What to Do after High School The Two-Year versus Four-Year College Enrollment Decision (1994) St. John, Edward P. , and Noell, Jay, The Effects of Stude nt Financial Aid on Access to Higher Education An Analysis of Progress with Special Consideration of Minority Enrollment (1989) St. John, Edward P., Price Response in Enrollment DecisionsAn Analysis of the High School and Beyond Sophomore Cohort (1990) Savoca, Elizabeth, Another Look at the Demand for Higher Education Measuring the Price Sensitivity of the Decision to Apply to College (1990) Schwartz, J. Brad, Student Financial Aid and the College Enrollment Decision The Effects of Public and Private Grants and Interest Subsidies (1985) Schwartz, J. Brad, Wealth Neutrality in Higher Education The Effects of Student Grants (1986) MAIN DATA SOURCES Review of history of federal student financial aid programs NLSY, HSB NLSY, HSB, CPS.NLS72, HSB HSB NLS72 HSB, CPS HSB, CPS SECTION II. LITERATURE REVIEW 10 MATHTECH, INC. III. DATA A. NELS DATA While a number of studies have used data from the National Longitudinal Survey, Youth Cohort (NLSY), the National Longitudinal Study of the High Sc hool Class of 1972 (NLS72), and the High School and Beyond Survey (HSB) to examine the factors affecting college enrollments, this work effort is among the first to use NELS to analyze these types of issues. In 1988, NELS initially surveyed over 24,000 public and cloak-and-dagger school eighth graders throughout the United States.The nationally representative eighth grade cohort was tested in four subjects ( maths, reading, science, and social studies). Two teachers of each student (representing two of the four subjects) were also surveyed, as was an administrator from each school. On average, each of the 1,052 participating schools was represented by 24 students and five teachers. Parents were also surveyed, providing researchers with detailed information on family background variables.Since 1988, the initial eighth grade cohort has been re-surveyed three times (and has been freshened with new sample members). The first follow-up of NELS ( inauguration, 1990), included the same co mponents as the base year study, with the exception of the parent survey, which was not implemented in the 1990 round. It also included a component on early dropouts (those who left school between the end of eighth grade and the end of 10th grade). The second follow-up (spring, 1992), repeated all components of the first follow-up study and also included a parent questionnaire.However, this time only one teacher of each student ( all a mathematics or a science teacher) was asked to complete a teacher questionnaire. High school transcript data were also collected for these students. A subsample of the NELS88 second follow-up sample was again followed-up in the spring of 1994, when most sample members had been out of high school for 2 years. In all, 14,915 students were surveyed, most through computer-assisted shout interviewing.Major content areas for the third follow-up questionnaire were education histories work experience histories work-related training family formation opinions and other experiences occurrence or SECTION III. DATA 11 MATHTECH, INC. non-occurrence of significant life events and income. Data collection for this wave began on February 4, and ended on August 13, 1994. At the time the data were collected, most of the respondents were 2 years out of high school. Table 2 summarizes the components of the different waves of the surveys.Table 2 OVERVIEW OF NELS NELS Components Grades included Cohort Base Year Spring term 1988 grade 8 students questionnaire, tests questionnaire questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) First complete Spring term 1990 modal grade = sophomore students, dropouts questionnaire, tests none questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) Second Follow-up Spring term 1992 modal grade = senior students, dropouts questionnaire, tests, H. S.transcripts questionnaire questionnaire one teacher per student (taken from mathematics or science).Third Follow-up Spring 1994 H. S. + 2 years all individuals questionnaire none none none Parents Principals Teachers B. NPSAS DATA Because the NELS database does not contain detailed information on financial aid, the National Postsecondary Student Aid Study (NPSAS) database is used to supplement our study with additional financial aid information. This database is used to predict financial aid for the respondents in NELS based on demographic and other characteristics that are available in both databases.NPSAS is constructed specifically to provide information on financing of postsecondary education, so it is a wide-cut candidate for this use. This database surveys a nationally representative sample of undergraduate, graduate, and first-professional students attending less than 2-year, 2-year, 4-year, and doctoral granting institutions. Both students who receive and those who do not receive financial aid are surveyed. SECTION III. DATA 12 MATHTECH, INC. The 1 993 NPSAS study collected information on more than 78,000 undergraduate and graduate students at about 1,100 institutions.To be eligible, students must have been enrolled between May 1, 1992 and April 30, 1993 at a postsecondary institution in the United States or Puerto Rico. The students had to be enrolled in courses for credit, and in a program of 3 months or longer. Also eligible for inclusion were students who received a bachelors degree between July 1, 1992 and June 30, 1993. Students who were enrolled in a GED program or who were also enrolled in high school were not included. C. SAMPLE AND WEIGHTS Of the 14,915 respondents in the third NELS follow-up, 13,120 are represented in all four waves of the NELS data.The remaining 1,795 respondents are either first follow-up freshened students,4 second follow-up freshened students,5 base-year ineligibles,6 or base-year eligible students who declined to participate in one or more of the survey waves, but who did participate in the thi rd survey wave. The breakdown of these 1,795 respondents is as follows 501 first follow-up freshened students, 102 second follow-up freshened students, 271 base-year ineligibles, and 921 base-year eligibles with missing survey waves.To take advantage of the longitudinal nature of the NELS data and to be consistent across models and issues in the report, we focus our work on the sample of 13,120 respondents represented in all four waves of the NELS data. Consequently, the weight used in our analyses, (F3PNLWT) applies to sample members who completed questionnaires in all four rounds of NELS88. As a result, the longitudinal analyses that we conduct, and the estimates that are produced in this study can only be used to make projections to the population of spring 1988 eighth graders.In the descriptive tables, all percentages are weighted using F3PNLWT, including the analyses with the high school transcript data. Those who were tenth graders in 1990 but were not in the base-year consum e frame, either because they were not in the country or because they were not in the eighth grade in the spring term of 1988. Those who were 12th graders in 1992 but were not in either the base year or first follow-up sampling frames, either because they were not in the country or because they were not in the eighth (10th) grade in the spring term of 1988 (1990).6 5 4 Students excluded in 1988 collectable to linguistic, mental, or physical obstacles to participation. 13 SECTION III. DATA MATHTECH, INC. This sample includes dropouts, since the purpose of this study is to examine the overall question of what characteristics of eighth graders in 1988 are related to PSE attendance. We focus on early indicators, such as educational expectations and course-taking behavior in the eighth grade, and not on the pipeline of high school experiences that a dropout would lack access to.However, the dropouts were not asked the same set of survey questions as the other respondents, and, therefore, some of the analysis does not include dropouts. For each of our tables or figures, we note whether or not the dropouts are included in the analysis. D. CORRECTED STANDARD ERRORS Because NELS data are collected through a multi-stage sampling scheme, calculation of standard errors through standard methods can understate these errors. The sampling technique used in NELS is a selection of schools, and then within schools, a selection of students.With this sampling method, the observations of different students may not be independent from one another. Stata, the statistical software used for analysis in this report, corrects the standard errors for these sampling techniques. Except for multinomial logit models, for which this correction is not available, survey correction techniques are used, and we note whenever the corrections are not used. However, we have found that such corrections do not have a large effect on our results, and therefore, we present all results with confidence. E. VARIABLE DEFINITIONS.The appendix to this study contains definitions of the key variables used in our analysis. For each key variable, we describe how we constructed the variable and we list the names of the NELS variables used in the construction. SECTION III. DATA 14 MATHTECH, INC. IV. WHO GOES TO COLLEGE? A. WHAT PROPORTION OF STUDENTS ATTEND COLLEGE, AND WHAT TYPE OF COLLEGE DID THEY ATTEND? We begin our analysis by examining the demographics of postsecondary school choice and discussing our main findings regarding college attendance rates and types of postsecondary education (PSE) attended.As shown in Table 3, a majority of 1988 eighth graders attend some type of PSE by 1994. Overall, 62. 7 percent of the respondents attend PSE. (Note that in all of the tables in this report, all percentages are weighted. ) Students are most likely to attend a 4-year public or a less than 4-year public school. Approximately 24 percent of the students attend each of these types of schools. Next most common are 4-year private schools. Just over 11 percent of the respondents attend 4-year private schools.Only 4 percent of the respondents attend less than 4-year private schools. Thirty-seven percent of the respondents do not attend any type of PSE. Women are slightly more likely than men to attend PSE. While 60 percent of men attend PSE, 65 percent of women attend. Women are more likely than men to attend 4-year private schools and less than 4-year private schools. Native Americans, Blacks, and Hispanics are least likely to attend PSE and Asians and Pacific Islanders are most likely to attend PSE.Hispanics are most likely to attend less than 4year private schools. Students whose parents have higher education levels are much more likely to attend PSE. While only 33 percent of students whose parents have less than a high school education attend PSE, 90 percent of students whose parents have an advanced degree attend PSE. SECTION IV. WHO GOES TO COLLEGE? 15 MATHTECH, INC. Table 3 DEMOGRAPHICS OF POSTSECONDARY SCHOOL CHOICE1 No PSE 4-Year Public 4-Year Private.

Jay Gatsby Character Analysis Essay

The character Jay Gatsby, also known as James Gatz, is the key character in The Great Gatsby. He started out as a poor farmers son in North Dakota, and dropped out of college in Minnesota. He united the military and during training meets Daisy, a beautiful rich wo valet de chambre living nearby, whom he falls in delight with. Gatsby is soon shipped out for the war. Daisy then marries tom turkey Buchanan who is a rich aristocrat whose social rest is the same as Daisys, her ideal partner. Gatsby becomes rich from bootlegging after coming back from the war to inculcate and win back Daisy.Jay Gatsby carries a dark shroud more or less his past which makes him very somber to other characters in the book as well as to readers. Gatsby is an extremely generous man considering his roots as a poor farmers son. He claims to come from money but he was actually the son of a very poor farmer in North Dakota. Coming from no money he throws around his money frivolously uniform he of all sequ ence wished he could as a young boy. Gatsby throws parties every weekend, which anyone can attend and have a good time. At his parties there is endlessly plenty of food and much to drink as well as music and dancing.At one of his parties, a woman named Lucille tore her rig on a chair, Gatsby heard of this and asked her for her name and address. Gatsby then bought her a new dress worth $265 and sent it to her within a week. When I was here last I tore my gown on a chair I got a package from Croiriers with a new evening gown in it (Fitzgerald 43). Gatsby buys the dress because loves to flaunt his money for people to see how rich he is, and for Daisy to see how rich hes become. He also darkers knap, Gatsbys neighbor and Daisys cousin, a job in his business knowing he might need a little more money.Even though pass didnt take Gatsby up on his job offer it still shows that Gatsby trusts Nick and is a generous gesture. Gatsby is also generous in taking the blame for the remainder of Myrtle, Toms secret lover. It may not be of any monetary value but he loves Daisy enough to take the murder off her hands and take the blame himself. Gatsbys generosity is a great attribute to his character, however most know him for the mystique and enigmatic presence. Jay Gatsby is quite the intriguing and mysterious character. Everyone attends his parties yet no one seems to really know anything round him.He makes grandiose claims of graduating from Oxford but cant prove it, which adds a bit of mystique to his past, whether its treacherously or real. Since many of the partygoers know little to nothing of Gatsby, many rumors are spread by dint ofout the party. Hes a bootlegger and One time he killed a man who had found out that he was nephew to Von Hindenburg and second cousin to the devil (Fitzgerald 61) were some rumors spread about the second party Nick attended. The rumors differed from person to person but someone always seemed to have a different perspective of Jay Gatsb y.When Nick is introducing Tom, Daisys husband, to Gatsby he disappears when Nick isnt looking, and Nick doesnt know why he left, or where he went. Gatsby left Nick alone with Tom because he didnt want to meet with the man who stole Daisy from him. Nick, essentially macrocosm Gatsbys only friend in the novel, is lied to by Gatsby about his past, but eventually after things dont add up Gatsby lets the truth out. With years of telling lies Gatsby feels relieved to finally be able to tell someone the truth about himself.His roots of being a farmers son to being a rich man living in West Egg is suspicious to begin with. just now saying that his money came from some wealthy people in the middle west (Fitzgerald 65) isnt convincing. Gatsby uses his past to make a false social stand up and to gain respect. However his facade has too many holes in it and soon his lies begin to catch up with him. His career in bootlegging has him running around with shady characters and disappearing from time to time. If his money wasnt dirty, which he claims it isnt then hed have no reason to associate with gangsters such as Meyer Wolfsheim.The mystery surrounding Gatsby in the novel pales in comparison to the passion and devotion he carries for Daisy throughout the story. Jay Gatsby becomes devoted to winning the love of Daisy after hearing that she married Tom Buchanan. Even after the war and his shady business with Wolfsheim, Daisy is still the only woman in Gatsbys heart. Gatsby becomes rich through bootlegging, which he could have gone to jail for just to get Daisys attention. Since Daisy is such a shallow woman Gatsby had to use riches and social standing to make her love him.He buys a mansion in West Egg and flaunts his money and makes extravagant stories so he can be held at a high enough level to be with Daisy. Gatsby throws enormous parties every weekend in order to lure Daisy in by chance, however he never gets a reunion with his beloved until he meets Nick, Daisys cous in. Gatsby invited Nick to one of his parties to meet and befriend Nick, soon after he asked Nick to plume the reunion. Nick is more like a stepping stone for Gatsby to get to Daisy than a friend, he takes Nick out as a friend but always seems distant.After Gatsby and Daisy meet for the first time in 5 years Gatsby shows her around his mansion to impress her, and it works. That huge place there? she cried pointing. (Fitzgerald 90). I love it (Fitzgerald 90). Later on after the affair Daisy and Gatsby are having gets a little more serious and Gatsby tries to make Daisy tell Tom that she never loved him. Gatsbys only dream is for Daisy to leave Tom for him, but it is shattered because Daisy and Tom have a daughter and Daisy wont leave Tom because he provides her with security.Tom comes from old money and he has a family with Daisy but Gatsby has new money from bootlegging, and still risks going to jail. His devotion doesnt end there, when Daisy hits Toms lover Myrtle and leaves the scene without stopping, Gatsby takes the blame for the incident trying to protect Daisy. He even waits outside Daisys window to ensure that Tom doesnt try to hurt her. His devotion for Daisy is so deep that he ends up dying for her, when Wilson, Myrtles husband, kills him thinking he ran over his wife.Gatsbys unrequited love for Daisy eventually blossoms into an affair, but ultimately is the reason for his demise. Jay Gatsby, the main character of F. Scott Fitzgeralds The Great Gatsby holds a very large presence in the story. He is very shady in the beginning, always hiding and never being out in the open. He starts to show us a little about himself and becomes a bit understood, until his past doesnt seem to add up. Once the truth comes out it leaves a bit of mystery around his movement in the story. The clouded past of James Gatz arouses curiosity of what hes really up to and a mystery of what hell do next.

Tax Evasion and Tax Audit

Definition of Tax Evasion Tax evasion usually entails taxpayers deliberately misrepresenting or concealing the authoritative state of their affairs to the tax authorities to reduce their tax liability and includes in particular dishonest tax reporting, such as declaring less income, profits or gains than actually earned or overstating deductions,. It is an illegal practice where a person, organization or corporation intentionally avoids paying his/her/its true tax liability. Examples of practices which are considered tax evasion Knowingly not reporting income * Under-reporting income (claiming less income than you actually received from a specific source * Providing false entropy to the NBR about business income or expenses * Deliberately underpaying taxes owed * Substantially understating your taxes (by stating a tax amount on your return which is less than the amount owed for the income you reported). Tax Audit A tax scrutinise is an investigation into the background of tax retu rns submitted by an individual or business to a tax agency.While it is true that a tax audit may be called due to some perceived irregularity in one or more returns, it is also true that an audit may be done simply as part of a random sampling. Tax audit is when the IRS decides to examine your tax return a little more most and verify that your income and deductions are accurate. Tax return is chosen for audit when something you have entered on your return is out of the ordinary. There are three main types of IRS audits the put up audit, the office audit and the field audit.

Law AS †causation model answer Essay

There are two types of causation which are necessary to establish criminal liability. These are factual causation and cause in honor (also known as legal causation).Factual causation means that the defendant can only be found guilty if the consequence would not thrust happened but for the defendants conduct. This was seen in the case of Pagett (1982). Similarly, a defendant cannot be found guilty if the victims death was unrelated to the defendants actions (as in White, 1910).Legal causation, where the actions of D must be found to have caused the consequence, can be established as long as the fibril of causation (between the act and the consequence) has not been broken.There are a number of ways in which this chain can be broken, Firstly, through the act of a third party, an example of which is medical treatment that is deemed to be palpably wrong such(prenominal) as that seen in Jordan (1956) Secondly, where the victims own act is so daft as to not be reasonably expected, as se en in Williams (1992) Finally, as a result of a natural but unpredictable event, such as a flood or an earthquake.Despite external factors, the chain of causation is not deemed to have been broken as long as the Ds actions are more than a minimal cause of the consequence. Similarly, the defendant must also take the defendant as they find them. This is known as the thin skull rule (as seen in Blaue 1975), meaning that there is legal causation even if Ds actions would not have caused those consequences in a well-ordered or normal person.

American Nurses Association Essay

According to American Nurses Association website, nursing- sensitive indicators are defined as the structure, process and outcomes of nursing care (nursingworld.org). Quality care for patients in the hospital is important to their healing process. It is important to know what the nursing-sensitive indicators are and how they affect patients. The indicators are intend to focus plans and programs to increase quality and safety in patient care. In this scenario with Mr. J, many members of the healthcare team were not doing enough to make sure he was safe and that his require were met to the fullest. Knowing what the nursing- sensitive indicators are could have helped prevent Mr. J from developing a pressure ulcer and making sure he was getting the correct diet.The healthcare team responsible for Mr. J did not advocate for him like they should have and let things slip when they should have been reported and taken care of. Understanding nursing-sensitive indicators can help nurses deliv er the best care possible to their patients and help minimize complications and increase patient satisfaction. Some of the issues that happened with Mr. Js case could have led to more serious complications. Restraining Mr.J when it was not necessary increased his chance of developing a pressure ulcer and could to a fault have led to further serious complications such as developing post surgical complications such a deep vein thrombosis which would increase his impediment in the hospital. Another example that could have been avoided was making sure that Mr. J was receiving the correct food for his diet. The healthcare team did not address Mr. Js incorrect dietary meal in a timely manner which could have led to a more serious event. Not addressing patient needs will decrease patient satisfaction, which is one of the nursing-sensitive indicators.

Earth Science Essay

Discuss stellar evolution (describing each stage in brief). What forces are oppose one another throughout the life history of a star and how do they influence the various stages in the life cycle of a star Stellar evolution stars exist because of gravity. The two opposing forces in a star are gravity (contracts) and thermal nuclear energy (expands). Stage 1 Birth is where gravity contracts the cloud and the temperature rises, becoming a protostar. Protostars are a hypothetical cloud of dust and atoms in space which are believed to develop into a star. Astronomers are fairly certain of their existence. Protostars are make about a million years after a gas clump from an interstellar gas cloud has started to rotate and from a disk. The protostar is simply the m any of the disk that formed from the clump of gas that was compressed inside the gas cloud. The star becomes a stable main-sequence star, which are characterized by the source of their energy.They are all undergoing fusion o f hydrogen into helium within their meanss. The rate at which they do this and the amount of fuel available depends upon the mass of the star. Mass is the key factor in determining the lifespan of a main sequence star, its size and its luminosity. Stars on the main sequence also appear to be unchanging for long periods of time. some(prenominal) model of such stars must be able to account for their stability. Ninety percent of a stars life is in the main-sequence. A red giant is a luminous giant star of low intermediate mass that is in a late phase of stellar evolution. The outer atmosphere is inflated and tenuous, making the radius immense and the surface temperature low, somewhere from 5,000 K and lower. The appearance of the red giant is from yellow orange to red, including the spectral types K and M, but also course of action S stars and most carbon stars. The burnout and death final stage of a star depends on its mass.After a low mass star equivalent the Sun exhausts the sup ply of hydrogen in its core, there is no longer any source of heat to support the core against gravity. Hydrogen burning continues in a shell around the core and the star evolves into a red giant. When the Sun becomes a red giant, its atmosphere will envelope the Earth and our satellite may be consumed in a fiery death. Meanwhile, the core of the star collapses under gravitys pull until it reaches a high enough denseness to start burning helium to carbon.The helium burning phase will last about 100 million years, until the helium is exhausted in the core andthe star becomes a red supergiant. At this stage, the Sun will have an outer envelope extending out towards Jupiter. During this brief phase of its existence, which lasts only a a few(prenominal) tens of thousands of years, the Sun will lose mass in a powerful wind. Eventually, the Sun will lose all of the mass in its envelope and see behind a hot core of carbon embedded in a nebula of expelled gas. Radiation from this hot co re will ionize the nebula, producing a smash planetary nebula, much like the nebulae seen around the remnants of other stars. The carbon core will eventually cool and become a white dwarf, the dense tiresome remnant of a once bright star.ReferenceLutgens, F. K. & Tarbuck, E. J. (2011). Foundations of earth science (6th ed.). Upper Saddle River, NJ Prentice HallES 1010, Unit 8, headspring 12 How do we calculate or determine the distances to stars? What units do we use and what are the limitations (if any) of the method used for such calculations? Measuring distance to stars has been considered a very difficult task. Stellar parallax is a method used to determine distance, the extremely back and forth shifting in a nearby stars apparent position due to the orbiting motion of earth. The farther away a star is, the less its parallax. The light year is a unit used to discourse stellar distance, which is the distance light travels in a year, which is approximately 9.5 trillion kilome ters (5.8 trillion miles). The parallax angles are very small. Proxima Centauri is the parallax angle nearest to the star.It is less than one endorse or arc, which equals 1/3600 of a degree. A human finger is roughly 1 degree wide. The distances to stars are so large that conventional units such as kilometers or astronomical units are often too cumbersome to use. Some limitations are that parallax angles of less than 0.001 arcsec are very difficult to measure from Earth because of the cause on the Earths atmosphere. This limits Earth based telescopes to measuring the distances to stars about 10.01 or 100 parsecs away. Spaced based telescopes can get accuracy to 0.001, which has change magnitude the number of stars whose distance could be measured with this method. However, most stars even in our own galaxy are much further away than 1000 parsecs, sincethe milky Way is about 30,000 parsecs across.ReferenceLutgens, F. K. & Tarbuck, E. J. (2011). Foundations of earth science (6th ed .). Upper Saddle River, NJ Prentice Hall

Globalization and Technology Negotiation Strategy Article Analysis Essay

globalisation and Technology duologue Strategy Article Analysis Negotiation system and planning are important in apprehension how a negotiator should engage the issue. According to Lewicki, Saunders, and Barry (2006), negotiators can achieve their goal easily by employ an effective plan and acquiring a solid strategy in the negotiating room. In this paper, dialog strategy will be discussed on how the coupled States is trying to resist globalization and technology from foreign countries in the global market. The following key elements will be discussed (1) description of globalization policies, and (2) talks strategies with china.Description of Globalization PoliciesAccording to an article from uschamber.com (2011), businesses have become very high-tech and companies are concerned with global restrictive issues. The United States has joined international policy to help resist foreign globalization into the country. An example of negotiation policies is the use of Internet pr ivacy, free trade agreements, and standards in the telecommunication market. The United States is using strong negotiation tactics to help persuade China and other countries to conform to globalization standards.Negotiation Strategies with ChinaThe negotiation strategy in dealing with China is through intimidation of military China has used a policy of secrecy in negotiation and has used their economic causation to carry off global agreements. scour though United States is a look out over military power, the negotiation strategy consists of a immanent bargain style concerning the dealing of global economics with China. Chinas ultimate goal of globalization end-to-end the Southeast Asia is under a strict negotiation strategy of conflict management between the United States and China. The distributive bargaining style has been usedby the United States when dealing with Chinas dominate role in economics. The United States has had to use accommodative negotiation strategy to help negotiate treaties with countries component part keep China in check from dominating globally. Example is how Taiwan has been threaten globally by China but the Unites States uses accommodations with other countries to help gain up on China.Summary and ConclusionIn this paper, negotiation strategy was discussed on how the United States is trying to resist globalization and technology from foreign countries in the global market. The following key elements will be discussed (1) description of globalization policies, and (2) negotiation strategies with China. In conclusion, distributive bargaining and accommodative negotiation strategies were discussed on how China global expansion has been kept at rest. China is a dominate economic power but Chinas expansion into global authorisation is a rest throughout the world. Distributive bargaining has been used by China to take a hold on dominating the economic regulations put on other countries. China does not invite the same sanctions ot her countries may receive from political outcry. The United States is in losing situation when trying to negotiate economic sanctions on China but does have the power to stop China from globalization. Military power is used to help control conflict and only time will tell if China continues to posterior down in the global environment.ReferencesGlobalization and technology. (2011). U.S. Chamber of Commerce. Retrieved from http//www.uschamber.com/issues/technology/globalization-and-technology Lewicki, R. J., Saunders, D. M., & Barry, B. (2005). Negotiation (5th ed.). Boston, MA McGraw Hill. Retrieved from University of Phoenix, Resource, MGT/445 Organizational Negotiations https//ecampus.phoenix.edu/ firm/resource/resource.asp

Political Attitudes Advocated in 1984

Political Attitudes Advocated in 1984 (AP PROMPT) 1987-Some novels and plays seem to advocate changes in social or political attitudes or in traditions. Choose such a novel or play and note briefly the particular attitudes or traditions that the author on the face of it wishes to modify. Then analyze the techniques the author uses to influence the readers or audiences views. keep down plot summary. Do not write about a film or television program.The field sixty years ago as seen by George Orwell was a different place than the one we operate in and experience today. Technology was quickly developing and become a part of daily life. atomic warfare was salve a new threat, and the aftershock of its use in World War II was still raw in everyones minds. Totalitarianism was seen as a social experiment of sorts, and not having hitherto experienced the Cold War, some of Americas great minds were still looking at these governments with an kick in mind.Orwell thought that society neede d to be forewarned about both the possible and real dangers of these issues, so his manifesto, 1984, was his name for social change, his call to respect the dangers that technology, war, and undemocraticism introduced. In 1984, George Orwell goes along the same lines as many new(prenominal) influential contemporary authors such as Kurt Vonnegut and Margaret Atwood to create a perfect negative utopia.In this fancied society, Oceania, the government hands out cruelty, oppression, and propaganda as is they were food stamps, and every single aspect of the society, down to daybook entries, private conversations, and correct personal thoughts, is monitored by the company through intrusive devices called telescreens. The Party uses everything at its temperament to enforce complete and utter control, from an editing of language to constant surveillance, from historical factual manipulation to visible and psychological torture.As a result of the governments inadequate ruling and const ant manipulation, the members of the Party live in an urban, industrial conflagration. Orwell vividly and continuously demonstrates the effects of this broken society, and the picture he paints isnt a pleasant one Oceania is constantly at war, Party members must completely succumb to rashness and con realizeity to survive, the society is living in a state of decay and poverty, inequality is wide-spread and all consuming, and even the structure and loyalty of families is almost entirely dissolved.The fact that Orwells Oceania is modeled after the totalitarian governments of the mid(prenominal) twentieth century is a thinly veiled one, and the critique of these societies is more than obvious. His depicted object, though, isnt reserved single for these communistic cultures its also directed at us. The moral of the story isnt just that totalitarian governments, psychological manipulation, and misuse of technology are bad, its also that we cant obliviously sit endorse and allow such crimes against humanity to continue or even gain power in the outgrowth place.Orwells warning is effective, too, because he wasnt just creating a dystopia, he was literally suggesting that this fictional hell could become our reality in thirty-five years if we didnt change the way we looked at things. We did consider it past 1984 without devolving into this reality, but the social commentary presented is still relevant and will always continue to be, because the message really is to keep questioning the world around us and not accept any form of oppression, and thats one that is important enough to keep in mind for the entire foreseeable future.

Psychoanalysis of Crime Essay

An someones palpate of self has ever been an issue that fascinated people. Under the notion that most people enjoy talking ab extinct themselves, the atomic number 18a of psychology opened its doors to investigate the underlying conditions that bring people who they are and how they perceive others and the world. Many theories perplex been developed in order to understand the complexities that make up the human psyche and it is in this case that this paper will center upon.The theory which I have chosen for this particular case training is the Psychoanalytic theory by Sigmund Freud and I believe this theory will address most of the behavioural patterns that the subject is situated in. Freuds psychoanalytical style in examining an individuals motives for behavior has set up the grounds for in-depth analysis into a persons psyche and though it has its limitation, it offers a refreshing stand as to why such(prenominal) behaviors have endured and its significance to an individ uals interpretation of the world (Shoham, 1993).depth psychology has helped in putting into perspective the many ways in which behaviors of an individual or groups of individuals could be intract suitable by the examining their upbringing and isolating internal and external desires. One of the major conjectures of psychoanalysis is that individuals are inherently sinful and they are controlled by certain instincts which are buried in ones subconscious. The psychoanalytic theory attempts to realize these internal desires in order to determine the right kind of action in which the individual might be able to control a problematic behavior from recurring (Elliott, 2002).In order to see the application of the psychoanalytical theory, a brief background of the case study should be presented to comprehend the perspective. The case study involves a twenty-eight year old man named Bert who was convicted of committing larceny. In the article, Bert was condemned to serve up a four year me ter in prison with eighteen months non-parole. Admitting to the crime he had perpetrate, he was tell to have been accompanied by two accomplices whom he knew from his previous prison sentence.It was relayed that Bert had entered a taproom one night and was approached by the two accomplices who urged him to join them rob a factory. Nine weeks before the incident, Bert was out(a) of prison after serving a year in prison for getting caught with stolen goods. In Freuds Division of the mind, he enlists the concept of the Id, Superego and Ego. The Id is supposed to uphold the baser instincts that are present in each individual. It dispenses on the precepts of pleasure to satisfy the innate wants of the individual.The Superego comprises the ethical or moral aspect of the individual that appeals to an ideal sense of worldness. The Ego is said to be the balancing aspect of the individuals personality as it maintains the take and wants of both the Id and the Superego. The Ego represent s the awareness of an individual find outing his/her state of being (Shoham, 1993). If the processes that harmonize these three should ever be disrupted, it would render uneasiness to the individuals psyche and cause him/her to employ some denial mechanisms that would be able to shield the ego.The psychoanalysis in Berts case encompasses a great deal of fight between his superego and id, as can be denoted when he points out that he is frustrated with himself for not being able to avoid criminal activities. This is described as an over-developed superego, which imposes an excessive need for punishment with regard to the things the individual has wrongly committed or the unpleasant experiences that has brought misery into the individuals life (Shoham, 1993).In the text, Bert was said to have grown-up in a dysfunctional family and that his absentee father was also a criminal who often displayed a violent attitude towards the family whenever he was home. In this aspect, Berts rational e on punishing himself was an act of reversion in an early state of his life that involved his father (Shoham, 1993). The illegal acts Bert has committed during his early teens and the sequent trips to juvenile and adult institutions has led him to think that he should be penalized for the things that he has done and for belonging to a family that breeds criminals..In a sense, Bert might be trying to compensate for his fathers mistake of abandoning his children with regard to his wife and kids and most especially, his brothers and sister. This kind of rationalization instills tension into his being, which makes him unconsciously commit illegal activities despite his efforts to renew his life (Shoham, 1993). As a result of this conflict, Bert reasons out in a defying way that even though he acknowledges his wrongdoing, he believes that it is under the influence of alcohol and the two conspirators with him the night of the criminal activity.Bert also pointed out that the long sente nce designated to the criminal act that he had committed was a bit unreasonable since he only stole goods from a factory and not a private residence. Based on these statements, Bert had shown tactile sensationings of contradiction between his guilt for what he had done and his comprehension of the situation as he puts the blame on other sources in lieu of himself. In the case study, Bert was thought of to be a pushover by the law officers as the former would get caught up in situations that force him to do things that should best be avoided (Elliot, 2002).Parallel to his over-developed superego, Berts behavior also displays a weak Ego in conjunction with his Id. His inability to stand his ground in moral situations and his inadequacy in delivering good judgments makes him a pawn for manipulative individuals like the two conspirators whom Bert met at the pub (Shoham, 1993). In this situation, it is quite clear that he is still in denial of what he has done since he has not fully a ccepted the responsibility for the criminal act. However, in another statement, he also did not want to cooperate with the law enforcers in identifying who were his accomplices in committing larceny.This posits a rather confusing behavior as Bert did not want to admit fully to the crime committed yet he does his conspirators a favor and refuses to give out their names to the law officers as he believes that he is not one to break the code of brotherhood. This act alone concurs with the insight made before about his desire to be punished for being a criminal (Rosen, 1996). On another note, Bert has assay to justify the crime he had committed by rationalizing the triviality of robbing the factory and that a long sentence was not necessary.He seems to suppress the mere fact that he has a long track establish of criminal activities that warrants for the current court verdict. With this in mind, one can deduce that Bert still thinks of himself as a misguided youth. Such display of rea soning implicates how the environment he grew up in greatly influenced his decisions in life (Shoham, 1993). His lack of a formal pedagogy and emotional nurture at home resulted to his ungovernable conduct and misplaced aggression that could only be attributed to his familys situation.Berts leanings toward alcoholism may be credited to his undeveloped oral stage, which his mother could not properly provide as the strains of his father being in prison and the abuses that his mother and siblings received from him deprived Bert of a normal transition into the next stages of growing (Shoham, 1993). In addition, his fathers drunken presence at the puberty stage predisposed him and his cured brothers to acclimate a life of criminal activities since that might have been the only way that he could be with his father who was gone most of the time.While he was third among the two boys in his family, he could not look up to his older brothers as they too were undependable for the nurturing in which he sought from his parents (Shoham, 1993). It is in this aspect that one can observe the oedipal complex that Freud has included in his Stages of Development theory as it demonstrates the lack of attention and love that Bert wanted from his father (Shoham, 1993).Berts unresolved intimacy issues from both his parents compelled him to advise this in an unhealthy lifestyle through alcohol and a string of criminal records. In defense of the two conspirators, Bert might have felt a sense of belongingness in their company since they understood his situation more than anyone, which is why he was adamant to not cooperate with the law enforcers (Shoham, 1993). Berts yearning to successfully reform may be hampered by his own moral perceptions as he is not able to grasp the consequences his actions have merited him.While he is affected by what happens with his wife and two children, he cannot instinctively change his ways without going through therapy or some form of rehabilitation to decompress his ways. Berts situation could have been easily avoided if he has learned to act on his own. Since his lack of education poses a hindrance to the development of his being, one could suggest that individuals like Bert who are frequently law surf should be also be subjected to an education in their correction facilities aside from the terms that they serve (Kline, 1987). tally to Lester and Van Voorhis book Psychoanalytic therapy, criminal convicts like Bert should not be subjected to environments that derail their development. Since most these convicts are not well-equipped with the right attitude to stay off the streets, correctional facilities should be able to provide such services that will be able to aid them to commit to reformation.Support from family and close friends should also be encouraged though for most of these convicts, it would seem quite difficult as most of them dont have a strong support base (p. 122). From Klines book Psychoanalysis and crime, it h as been suggested that creating a viable environment for these convicts when they got out is necessary as that will sustain their progress for development and would make them not want to seek the confines of the prison walls as they will be able to feel part of the society again.This entails releasing them in an environment where temptations would not abound and provide them with jobs that does not disgrace their sense of being (p. 60). Analyzing Berts case in the psychoanalytic perspective has provided grounds on in which correctional facilities should be able to help convicts to maintain a reformed life.

The Development of International Relations

INTRODUCTION This paper begins by appearlining the definitions and what precisely is meant by outside(a) relations. secondly, it tells the story of how and why the study of inter kingdomal relations emerged when it did, during the course of modern level.Even though, the history and the origins of this stipu easy al non compareeil does not reveal every(prenominal)thing we need to know about how global relations functions in this day and age, it certainly would help us to understand the legacy left behind by this studys original purpose, international gains and calamities, and by its traditional schools of thought explanations starting from the time of the Great Powers, to the French Revolution, the prototypic of the bail bonds, the Industrial revolution, the both World cont completions along with the consequent Cold warfare, the formed international organizations such(prenominal) as the League of Nations and the fall in Nations, and finally, to where international rel ations stands today.The final outcome of this paper is to create a fine understanding on the readers mind on how international relations highly-developed into what it at present is a science, or rather a electron orbit of study during the course of the modern history, starting from the 16th atomic number 6. WHAT IS planetary RELATIONS? International relations is a dramatic art of study that seeks to understand a chassis of orbiculate issues, foreign affairs and the int periodctions of nations and states within the international system. International relations draw upon its expertise from a variety of other fields such as social science, including geography, history, sociology, political science, economics, law, etcIt is therefore a challenging field to master due to its both diverse and complex nature. Strictly defined, the field of International Relations (IR) c one timerns the relationships among the demesnes governments. However, these so called orbits governments or in other words nation states, alone cannot regulate the events taking place in international arena. They in detail are connected or rather influenced by other actors, namely, inter-governmental organizations (IGOs), international nongovernmental organizations (INGOs), non-governmental organizations (NGOs) and multinational corporations (MNCs) along with other social structures such as economics, cultural differences and ideology. Furthermore, the study of nternational relations has always been heavily influenced by normative considerations, such as the goal of reducing armed conflict and increasing international cooperation. International relations are an exceptionally beta aspect of citizenship in a global society. As our world becomes smaller and smaller finished intercourse technology, speedy air transportation and a complex international thrift and interactions, the value of peaceful and accommodating relationships amid nations is increasingly important. HISTORY The conc ept of international relations on some level is probably quite old, given that humans commit been establishing governments and communicating with each other for thousands of years.Aspects of international relations wealthy person been studied for thousands of years, since the time of Thucydides, except IR became a separate and definable discipline in the earlier 20th century. However, m any people agree that international relations truly began to emerge rough the fifteenth century the dawn of the modern era when people started exploring the world and interacting with other governments and cultures. THE TREATY OF WESTPHALIA (1648) The modern international system is often dated from the pact of Westphalia in 1648, which established the principles of indep barent, sovereign stated that continue to roll the international system today. Many even consider this treaty, in like manner knows as the Peace of Westphalia as the give of international relations as a field of study.The Treaty of Westphalia was a series of peace treaties write between May and October 1648 in Osnabruck and Munster, Germany. These treaties ended the Thirty Years war (16181648) in the Holy Roman Empire, and the 80 Years battle (15681648) between Spain and the Dutch Republic, with Spain formally recognizing the independence of the Dutch Republic. These treaties resulted from a big diplomatic assembly, thence initiating a new system of political order in central Europe, between the Hapsburg alliance (Austria-Hungury and Spain) and the Protestant countries (France, Britain, Sweden). Later it was called by many parties as the Westphalian sovereignty. The key factor to this ystem was the ability of one state to correspondence the power of other state so that it could not obtain power of smaller units and create a universal empire, thereby forming a relationship between the many nations within the European terrain. THE FRENCH variety (1789 1799) The French Revolution (17891799), was a period of drastic social and political turmoil in France and one that had a major impact not besides on France but also throughout the stick around of Europe. The absolute monarchy that had ruled France for centuries collapsed within a mere three year period. However, 5 directlyors established accountant of the French state in 1795 and held power until 1799, when it was re situated by the Consulate under catnap Bonaparte. Meanwhile, by the nearing end of the eighteenth century Britains power multiplied due to industrialization along with its rival at the time, France.What was once the peachy powers in Europe and the adjacent terrain were by this era beginning to decline, namely Sweden, Netherlands and the Ottoman Empire. Nevertheless, nations such as Russia and then followed by Prussia (the forerunner of modern-day Germany) also developed in to major players or rather great powers. THE NAPOLEANIC WARS (1803 1815) The Napoleonic contends (18031815) were a series of sta te of wars declared against Napoleons French Empire by fence burnitions. The underlying causes for these Napoleonic wars took place due to many reasons. For one thing, the French Revolution inspired a desire among the French to export the ideals of freedom, equality and union. As a result, neighboring monarchs, especially the British Empire, implant this very curseening.Napoleon happened to be both brilliant and energetic in defending the state from its enemies. Eventually, the dynamics of war and the changes in revolutionary spirit do Napoleon King of France and the territories he had conquered. Now he became a different kind of threat as he wanted to take for his popularity and control in France through conquest of neighboring states. Thereby France, a single, very almighty European state was indirect requested as a threat to world stability and had to be put down. One way or the other France was thwarted at the Battle of Waterloo by an alliance of Britain, the Netherlan ds, Spain, Austria-Hungary, Russia and Prussia.Nevertheless, Europes supreme, the British empire realizing the threat that another challenging nation (the Napoleons empire) could bring upon, and therefore established an alliance with fellow European nations in 1815 named as the Congress of Vienna. THE CONGRESS OF VIENNA (1814 1815) The Congress of Vienna was a conference of ambassadors of European states chaired by the Austrian statesman and held in Vienna from November 1814 to June 1815. The objective of the Congress was to settle the many issues arising from the French Revolutionary warfares, the Napoleonic Wars, and the dissolution of the Holy Roman Empire. This is to date considered as one of the first the well-nigh prominent alliances, or a series of relations between nations in the history of international relations. THE contrive OF EUROPE (1815 1914)The Convert of Europe was the balance of power that existed in Europe from the end of the Napoleonic Wars (1815) to the cla p of World War I (1914). Its founding powers were Austria, Prussia, the Russian Empire and the United estate, the portions of the Quadruple Alliance which was prudent for the downfall of the First French Empire. However, in time France was established as a fifth member of the concert. The Concert of Europe, however, is closely connected to the congress of Vienna. It was the balance of power that existed in Europe from the fall of Napoleon in 1815 to the beginning of the First World War. THE INDUSTRIAL REVOLUTION (1760 1830) The term Industrial Revolution is commonly reserved for a set of events that took place in Britain roughly from 1760 to 1830.The historical events in question consisted of a set of technological, economic, and social changes that in the long run revolutionized not just the British economy but that of the rest of Western Europe, North America, and eventually much of the rest of the world. For Instance, The industrial Revolution sparked in Britain with the bl ind of the steam engine in 1769. Wooden sailing ships were discontinued in production. Instead, the manufacturing of larger and faster coal powered iron steamships took its place. These accomplishments put Britain as the leading function in worlds economy along with two other competitors USA from the west Japan from east.These developments in the fields of marine, road dismissal and rail roads not only increased the world production and trade but also buttoned distant locations more closely together more faster and more economically. Furthermore, Britain dominated world trade in this period due to its advancement in technology was way above par at the time. Thus, it products met massive competition and as a result British Policy tend to party favor free trade. The United Stated nevertheless overtook the British in terms of economy by the end of the 19th century, despite the fact that they suffered greatly during the great depression. However the United States governments role in the economy intensified during World War II.By the dawn of the 20th century not only the British but also the United States and Japan were in the process of selling their merchandise in foreign land, and this to economically, industrially and socially influenced the field of international relations immensely. THE TWO WORLD WARS (1900 1950) The twentieth century saw the lights of two unfortunate World Wars. World War I took place during 1914 to 1918 and World War II, during the period of 1939 to 1945, together occupying a decade of the 21st century. Unlike a conventional war between two nations these two world wars were global or hegemonic wars in which al approximately all major states participated in an all out struggle over the future of the international system. WORLD WAR I (1914 1918)World War I was a global war centered in Europe that began on 28 July 1914 and lasted until 11 November 1918. This war is one which symbolizes the tragic irrationality of war. It was predominantl y called the World War or the Great War from its occurrence until the start of World War II in 1939, and the First World War or World War I there aft(prenominal). It touch all the worlds great powers. It involves the almost all the worlds great powers, which were assembled in two opposing alliances the assort (based on the Triple Entente of the United Kingdom, France and Russia) and the Central Powers (originally centered around the Triple Alliance of Germany,Austria-Hungary and Italy but, as AustriaHungary had taken the offensive against the agreement, Italy did not enter into the war). Although the participating great powers made plans for a quick, offensive and rapid victory what has been called the cult of offensive, the war was n either short nor decisive. In fact scholars indicate it was a catastrophic war that was unnecessary and perhaps even accidental. Russia happened to be the first nation state to crumble as Revolution at home made it fall behind from war in 1917. The revolution eventually let to the founding of the Soviet Union. Further, the entry of the United States on to the war moody the tables upside down for Germany.The Triple Alliance was consequently defeated by the United Kingdom, France and Russia which saw the end of the 1st World War. THE TREATY OF VERSALLIES (1919) The Treaty of Versailles was one of the peace treaties at the end of World War I. It ended the state of war between Germany and the Allied Powers. The treaty was signed on 28 June 1919, exactly five years afterward the assassination of Archduke Franz Ferdinand (which was a reason for the occurrence of the world war). At the Treaty of Versailles, Germany was forced to give up territory, pay reparations, limit its future armaments and most importantly admit to wickedness of the war, while the other Central Powers on the German side of World War I were dealt with in separate treaties.Even thought the treaty was agreed upon, the German resentment against the harsh terms o f the Versaillian treaty would digest to the German aggression in the mid 1930s and later on, during the course of World War II. THE group discussion OF NATIONS (1920 1946) Witnessing the painful experience in World War I, at the time US president, Woodrow Wilson, along with other idealistic mindsets placed their hopes for peace in the newly formed League of Nations. The League of Nations (abbreviated as LN in English, and SDN in its other official languages), was an intergovernmental organization founded as a result of the Paris Peace convocation that ended the First World War. It was the first international organization whose primary and principal mission was to maintain world peace.Its primary goals, as stated in its Covenant, included preventing wars through collective security and disarmament, and cave in international disputes through negotiation and arbitration. At its greatest extent from 28 September 1934 to 23 February 1935, it had 58 members. Yet, the League lacked it s own armed force and depended on the Great Powers to enforce its resolutions, keep to its economic sanctions, or provide an army when needed. However, the Great Powers were often reluctant to do so. After a number of luminary successes and some early failures in the 1920s, the League ultimately proved incapable of preventing aggression by the axis vertebra powers in the 1930s.Germany withdrew from the League, as did Japan, Italy, Spain and others. The onset of World War II showed that the League had failed its primary purpose, which was to prevent any future world war. The United Nations or the UN (which would be discussed later on) replaced it after the end of the war and hereditary a number of agencies and organizations founded by the League. WORLD WAR II (1939 1945) World War II, or the Second World War was a global war that was underway by 1939 and ended in 1945. It involved a vast majority of the worlds nations including all of the great powers eventually forming two opp osing military alliances the Allies (U. S. Britain, France, Soviet Union, Australia, Belgium, Brazil, Canada, China, Denmark, Greece, Netherlands, New Zealand, Norway, Poland, South Africa, Yugoslavia) and the axis vertebra (Germany, Italy, Japan, Hungary, Romania, Bulgaria). It was the most widespread war in history, with more than vitamin C million people serving in military units. In a state of total war, the major participants placed their entire economic, industrial, and scientific capabilities at the service of the war effort, erasing the distinction between civil and military resources. Marked by earthshaking events involving the mass death of civilians, including the Holocaust and the only use of thermonuclear weapons in warfare, it resulted in 50 million to over 70 million fatalities. These deaths make World War II by far the deadliest conflict in all of human history.Even though, the Empire of Japan was already at war with the Republic of China in 1937, the world war is generally said to have begun on 1 September 1939, with the invasion of Poland by Germany, and subsequent declarations of war on Germany by France and most of the countries of the British Empire. Germany therefore set out to establish a large empire in Europe. From late 1939 to early 1941, in a series of campaigns and treaties, Germany conquered or subdued much of continental Europe. Later on however, the nominally neutral Soviet Union fully or partially invaded, occupied and annexed territories of its six European neighbors, including Poland. As a result the United Kingdom remained the only major force continuing the fight against the axis vertebra, with battles taking place in North Africa as well as the long-running Battle of the Atlantic.In June 1941, the European Axis launched an invasion of the Soviet Union, giving a start to the largest land theatre of war in history, which tied down the major part of the Axis military forces for the rest of the war. In December 1941, the Empire of Japan, which aimed to dominate East Asia and Indochina, joined the Axis, attacked the United States and European territories in the Pacific Ocean, and quickly conquered much of the West Pacific. The advancement of the Axis nations were stopped in 1942, after Japan lost a series of marine battles and German force were defeated in North Africa and followed by, at Stalingrad. In 1943, with a series of German defeats in east Europe, the Allied invasion of Fascist Italy, and American victories in the Pacific, the Axis lost the initiative and undertook strategic retreat on all fronts.Meanwhile in 1944, the Soviet Union regained all of its territorial losses and invaded Germany and its allies. The war in Europe ended with the capture of Berlin by Soviet and Polish troops and subsequently the Germans fell into cede on 8 May 1945. After two devastating nuclear bombing n Hiroshima and Nagasaki, the war in Asia ended on 15 August 1945 when the Empire of Japan agreed to surrender. Thereby, victory of the affiliate nations over the Axis in 1945 ended the conflict. World War II altered the political bond and social structure of the world. THE UNITED NATIONS (1945 Present) The United Nations was established to encourage international cooperation and prevent future conflicts.The great powers that were the know as victors in the war nations such as the United States, Soviet Union, China, United Kingdom & France became the permanent members of the United Nations Security Council. The United Nations is in fact an international organization whose original aims were regard to facilitating cooperation in international law, international security, economic development, social progress, human rights, and achievement of world peace. Founded in 1945 after World War II it went to replace the League of Nations, in hopes to stop wars between countries, and to provide a platform for dialogue. So far the United Nations has been triple-crown in preventing a third World War , which other would probably mean nuclear warfare & consequent destruction of the world.Furthermore, the United Nations proclaims to consist of 193 member states, which includes every sovereign state in the world with the exception of Vatican City. Nevertheless, this forming of this organization is known to be the biggest and the most successful alliance between nations in the history of International Relations. THE COLD WAR (1945 1889) The Soviet Union and the United States emerged as rival superpowers, creating a bipolar world and setting the stage for the Cold War. The cold war lasted for the next 46 years and each of them had its own ideology, its collection of alliances, third world consumers and a unhealthful armory of nuclear weapons.Meanwhile, the influence of European great powers started to decline, while the decolonization of Asia and Africa began. Most countries whose industries had been damaged move towards economic recovery. Political integration, especially in Eur ope, emerged as an effort to stabilize post war relations between fellow nations. In addition, the United States forged NATO (North Atlantic Treaty Organization), a military alliance using suppression of communism and encouraging capitalism as a main strategy in 1949, while the Soviet Union formed the Warsaw Pact in 1955. Some countries aligned with either of these 2 superpowers, whilst others chose to remain as Non-Aligned Movement.The Cold War was named likewise as it never featured direct military action, since both sides possessed nuclear weapons, and its use would result in mass destruction. However these two parties third world allies fell victim to s streak of devastating wars, namely, the Korean War (19501953), the Suez Crisis (1956), the Berlin Crisis of 1961, the Cuban Missile Crisis (1962), the Vietnam War (19591975), the Yom Kippur War (1973), the Soviet war in Afghanistan (19791989), the Soviet downing of Korean Air Lines Flight 007 (1983), and the Able Archer NATO mili tary exercises (1983). However, by 1991 the cold war came to an end as the Soviet Union collapsed and reformed in to 12 different states.In the 1980s, the United States increased diplomatic, military, and economic pressures on the Soviet Union, at a time when the communist state was already suffering from economic stagnation. In 1991 occurred the collapse of the Soviet Union, leaving the United States as the dominant military power, and leaving behind a resulting uni-polar world. Nevertheless, the Cold War and its events have left a significant legacy, a huge impact and a rather solid attitude towards the functions of International Relations. The aftermath of Cold War conflict, however, is not always advantageously erased, as many of the economic and social tensions that were exploited to energize Cold War competition in parts of the Third World remain sensitive.In Eastern Europe, the end of the Cold War has ushered in an era of economic growth while in other parts of the world, su ch as Afghanistan, independence was accompanied by state failure. SCOPE OF INTERNATIONAL RELATIONS TODAY The scope of international relations has greatly expanded in modern times. Initially international relations concerned only upon the study of modern-day foreign affairs with a view to draw certain lessons. Later on emphasis began to be laid on the study of both foreign affairs and international law and international relations began to be studied within the framework of international law. The field of the study of international relations was get ahead widened with the establishment of the League of Nations after the First World War and the study of international organizations and institutions.The scope of international relations in the post World War II period got further widened due to significant changes which took place, with the emergence of USA and USSR as two superpowers the entry of a large number of non-European states into the society of nations the threat and danger o f nuclear warfare increasing interdependence of states and rising expectations of the people in the under developed third world, etc CONCLUTION It is in this way quite evident that world history, especially modern world history plays a major role in the development of International Relations as a field of study. Although initial events indicate that war held prominence in international affairs, things were prone to change with the spark of the industrial era and the rapid globalization of the world economy.It is also evident that greater importance began to be placed on scientific study of international relations, which led to development of new methodologies and introduction of new theories in the study of international relations. It is therefore in this way quite clear that all in the new-fangled past, the present and in the future, the scope of International Relations will be thoroughly important for the functions carried out in the international arena. 2 . Goldstein, Joshua S . International Relations, sixth Edition. Pearson Education Inc. and Dorling Kindersley Publishing Inc. 2005 29 3 . capital of South Carolina Encyclopedia international relations 4 . Goldstein, Joshua S. International Relations, one-sixth Edition.Pearson Education Inc. and Dorling Kindersley Publishing Inc. 2005 53 5 . Principles of the State System. Faculty. unlv. edu. Retrieved 2012-09-11. 6 . Bloy, Marjie. The Congress of Vienna, 1 November 1814 8 June 1815. The Victorian Web. 2009 7 . Dockrill, Michael. Atlas of the 20th Century World History. NY Harper Collins, 1991. Ferguson, Niall. The pity of war Explaining World War I. NY Basic, 1999 8 . Willmott, H. P. World War I, New York Dorling Kindersley Inc. 2003 27 9 . The Triple Entente was the name given to the alliance between France, Britain, and Russia after the signing of the Anglo-Russian Entente on August 31, 1907.The alliance of the three powers, supplemented by agreements with Portugal and Japan, constituted a po werful counterweight to the Triple Alliance. 10 . Bade, Klaus J Brown, Allison (tr. ) (2003), Migration in European History, The making of Europe, Oxford Blackwell (translated from the German). 11 . Goldstein, Joshua S. International Relations, Sixth Edition. Pearson Education Inc. and Dorling Kindersley Publishing Inc. 2005 53 12 . Covenant of the League of Nations. The Avalon Project. Retrieved 30 August 2011. 13 . Jahanpour, Farhang. The Elusiveness of arrogance the experience of Security Council and Iran (PDF). Transnational Foundation of Peace and Future Research. p. 2. Retrieved 27 June 2008. 14 .Barrett, David P Shyu, Lawrence N (2001). China in the anti-Japanese War, 19371945 politics, culture and society. Volume 1 of Studies in modern Chinese history. New York beak Lang. 15 . General Assembly of the United Nations Rules of Procedure. UN Department for General Assembly. Retrieved 15 December 2010. 16 . Milestones in United Nations History. Department of Public Info rmation, United Nations. Retrieved 17 July 2008. 17 . Goldstein, Joshua S. International Relations, Sixth Edition. Dorling Kindersley Publishing Inc. 2005 67 18 . Cold War, From Wikipedia, the free encyclopedia. http//en. wikipedia. org/wiki/Cold_War