The Wizard of Oz Movie Essay Example For Students

The Wizard of Oz Movie Essay I was only a kid , when I first watched a special presentation of The Wizard of Oz on T. V. the next day i went to the school library and picked up L. Frank Baum’s The Wonderful Wizard of Oz . Years later when i became a mother, I began reading The Wonderful Wizard of Oz to my two daughters Alexis and Neveah before bedtime. As i continued to read I was startled to find a new depth in the book which escaped me during childhood that I did not expect to find, Now all grown up i can finally grasp the underlinings and subplots scattered throughout the movie with Dorothy playing the role of the female heroine. We will write a custom essay on The Wizard of Oz Movie specifically for you for only $16.38 $13.9/page Order now The Wizard of Oz is one of the most important films of the twentieth century. â€Å"MGM’s movie was an instant hit: and, afterward, thanks to prime time television, more people have seen it than any other motion picture ever made. The Library of Congress even included The Wizard of Oz with 24 other films that it declared to be â€Å"national treasures† Even with popularity, the film was not liked by everyone when it was first released many critics gave the film horrible reviews. Most people wouldn’t hesitate to call The Wizard of Oz a classic. The cultural importance of The Wizard, its quality as literature remains somewhat in doubt. If we take a good look at some of the most popular children’s movies, we can quickly see that gender inequalities are represented there because our first experiences with gender roles come through the medium of children’s movies and they can have a powerful impact on how we conceptualize the world around us. While both the novel and the film have many of the same important female characters, the film portrays a more oppressive and sexist vision of women. In the novel, Dorothy is portrayed as a very strong, brave, resourceful six-year-old girl. When she meets the wizard for the first time and hears the Wizard’s thundering world â€Å"I am Oz the Great and Terrible!!! † she firmly replies, â€Å"I am Dorothy, the Small and Meek† but she is not really meek any more than the Wizard is really terrible. Faced with getting back home to Kansas, she sets about it with determination. And when the Wizard makes it a condition of his helping her that she destroy the second witch, she sets out immediately to do it, even though she does not want to destroy anyone or anything Dorothy is also very independent. She meets adults like the Good Witch of the North and the Munchkins who cannot help her, but she continues on her journey. Dorothy serves as an Everyman for children to follow: She is sensible, friendly, helpful, brave without being foolish, deeply attached to her friends and family, and resolute in pursuing her goals. She does not change dramatically in the course of the journey, for this is not the course of someone who badly needs to change. The wizard of oz is a story of self discovery, in which Dorothy comes to realize her own potential by the journey’s end. The characters she meets along the way, the Scarecrow, the Tin Woodman, and the Cowardly Lion are not only her friends but all lack something that represent the qualities that Dorothy must to find within herself to complete her journey, courage Intelligence, and compassion!! Dorothy is the true heroine. She is the one who holds the band of travelers together. She is a very strong female character but can also have moments of weakness. she is motivated by her generosity to help everyone first before her little heart cries out for what she wants most of all .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 , .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 .postImageUrl , .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 .centered-text-area { min-height: 80px; position: relative; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 , .u0c9ff81bc79ef5f91ec1ce7f26bec9a0:hover , .u0c9ff81bc79ef5f91ec1ce7f26bec9a0:visited , .u0c9ff81bc79ef5f91ec1ce7f26bec9a0:active { border:0!important; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 .clearfix:after { content: ""; display: table; clear: both; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0:active , .u0c9ff81bc79ef5f91ec1ce7f26bec9a0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 .centered-text-area { width: 100%; position: relative ; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0:hover .ctaButton { background-color: #34495E!important; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0 .u0c9ff81bc79ef5f91ec1ce7f26bec9a0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0c9ff81bc79ef5f91ec1ce7f26bec9a0:after { content: ""; display: block; clear: both; } READ: Star Wars and the Hero's Journey EssayHOME. Judy Garland’s portrayal of Dorothy In the film is spectacular. At one point in the movie Dorothy is held a helpless prisoner by the Wicked Witch of the West. She can do nothing for herself until her friends, the Scarecrow, Lion, and Tin Woodman come to save her. When Dorothy finally defeats the witch, it is because she accidentally douses her with water while trying to splash the Scarecrow who is on fire. While Dorothy did not know this would kill the witch, her actions show her as a brave heroine. Most of the movie is about the struggle over Dorothy’s ruby slippers, of which the wicked sorceress knows the worth while Dorothy does not. The words, â€Å"There’s no place like home,† is a phrase we all know and love. The reason that Glinda didn’t help Dorothy in the first place is because Dorothy didn’t yet understand that her place is in the home. The film sends the clear message that true happiness is found in family. This realness of Dorothy’s experience in a different world is what makes The Wonderful Wizard of Oz a great fantasy.

The Exclusionary Rule Essays

The Exclusionary Rule Essays The Exclusionary Rule Essay The Exclusionary Rule Essay The Exclusionary Rule is a fundamental constitutional principle of criminal procedure law in the United States. Generally, it prohibits the criminal trial of any evidence seized or otherwise obtained in violation of Amendment to the Constitution. Under the Exclusionary Rule, improperly evidence that leads to the subsequent discovery of other incriminating automatically invalidates or poisons the newly discovered derivative same way that a poisonous tree taints the fruits growing on any of its. While it derives from the Fourth Amendment, it is not actually anywhere within the text of the Constitution or its Amendments. In fact, judicially created more than a century after the Constitution was ratified the Fourth Amendment included within the Bill of Rights in 1791 (Tinsley). The right of the people to be secure in their persons, house, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. At British Common Law, any evidence of guilt was admissible into and proof of guilt was considered to excuse any illegal conduct involved in it, even retroactively, in effect, functioning as an absolute defense on police or government authorities who violated the law (Tinsley): where a Man arrests another, who is actually guilty of the Crime for which he is arrested, it seems, That he needs not in justifying it, set forth any special Cause of his Suspicion, but may say in general, that the Party feloniously did such a Fact, for which he arrested him.

Are juvenile transfer laws effective and does it deter recidivism Research Paper

Are juvenile transfer laws effective and does it deter recidivism - Research Paper Example Recently many of the states have established many laws to that expands the scope and purview of the transfer laws under which the juvenile offenders may be directly prosecuted within the realms of an adult court. It was during the 1980s that many legal reforms were framed to bring in stringent measures as regards juvenile crime. One such reform of great significance was the amendment of transfer laws that led to an increase in their jurisdiction (Griffin, 2003). These changes allowed the inclusion of more offense types, and resulted in an increase in the number of young offenders becoming eligible for transfer from juvenile courts to the adult courts. These amendments elevated the total number of offenses that were regarded as being transfer-eligible offenses, lowered the necessary minimum age limit for allowing transfer eligibility, broadened discretionary powers of the prosecution, while decreasing the discretionary powers of the judiciary in taking decision related to transfer cas es (Fagan and Zimring, 2000). A look at the amendments made in the state transfer laws show us that, in 1979 14 US States had transfer laws that allowed certain juvenile criminals to be prosecuted like adult criminals. However by 1995, we find there were 21 States with transfer laws in place, and in 2003, the number rose even further, where 31 States had transfer laws (Steiner and Hemmens, 2003). Furthermore the minimum age for end of juvenile court jurisdiction in 13 states were decreased to 15-16 years (Snyder and Sickmund, 2006, 64-70). In the face of these amendments, the number of juvenile offenders tried in adult criminal courts and later imprisoned in adult prison... The paper tells that evidences from the study of the general deterrent effects of juvenile transfer laws are rather inconclusive and one cannot arrive to any derivations from these studies. The majority of the studies however tend to show that there is very little, or almost zero general deterrent effect, as regards deterring recidivism in the context of juvenile crimes, which are serious in nature. More research work is necessary for exploring the actual deterrent effects of transfer laws, under the appropriate conditions, on the juvenile offenders. On examining the issue of specific deterrence effects of transfers laws, it was found that were primarily six major published studies. These six studies suggested that juvenile offenders tried under adult criminal court laws tend to exhibit increased rates of recidivism after completing their prison term, than the young offenders tried under the juvenile laws. The scholars however do not clarify whether the transfer laws influence recidi vism for property related crimes (non-violent types) and drug offenses. The six large-scale studies conducted on particular deterrent effects used large size of sample population (ranging from 494 to 5,476), varying research methodologies, examined various recidivism measures, and covered five States (Pennsylvania, New York, Minnesota, New Jersey, and Florida) each exhibiting varying sets of transfer laws (prosecutorial, automatic, or judicial types).

The Law of the Sea applied to the Mar case Research Paper - 1

The Law of the Sea applied to the Mar case - Research Paper Example rgument that the vessels were in their territorial waters when the incident occurred, Italy on the other hand argues the vessels were in the high seas. There is therefore a deadlock on how international law should be applied in this case. It is worth noting the fact that the two countries are parties to the United Nations Convention to the Law of the Sea (UNCLOS). This law is found to codify much on modern international law that is presumed to cover most of the aspects that create a dispute between the two countries. This convention is therefore of use when determining the aspects like that of which country should have jurisdiction over this case. For example, article 111 of the convention gives a mention of all the conditions under which it is prudent for a given country to stop a vessel from another country while on the high seas (Chaturvedi). According to this jurisdiction, India may be found to possess jurisdiction over the case but the argument is that the two marines enjoy what is called functional immunity. There is therefore a likelihood of a conflict between Marà ² Case and the convention. The facts Of the case are that on the specified date the ship carrying the Italians and was on its way to Djibouti from Singapore was approached by a vessel off the coast of Kerala India. This ship was flying an Italian flag and had in it six Italian marines and according to the Italian government, these men wearing the Italian uniform are mandated with the task of protecting vessels with the Italian flag from any form of Pirate attacks while at sea. With this spirit, it is noted that the Italian vessels demanded for identification of the vessels, which was approaching them (Anand p.g. 250). In addition, they demanded that it leaves its path. The Italians further argument is that they fired at the approaching vessels as an intimidation tactic and they claim to have made the shots in water. This means that the shots were not directed to anyone specific and that no one

Organizational Behavior Analysis Proposal for McDonald's Essay

Organizational Behavior Analysis Proposal for McDonald's - Essay Example McDonald is not living up to its stated set of vision and values. The company allegedly uses unethical methods to make increased profits at the expense of customers’ health and social condition of the employees. McDonald has also been criticized for targeting children with their advertisements by exposing them to unhealthy eating habits. This has contributed to the high levels of obesity and other health complications. The company has also been accused of passing their French fries as vegetarian, whereas they add beef broth. The company has failed to provide nutrition information about its food products to the public. The company has also contributed to environmental degradation. An organization named People for the Ethical Treatment of Animals (PETA) has accused the company of using cruel means when slaughtering chicken (Derdak 107). The analysis also involves analyzing organizational factors that have an influence on individual behaviors. The big five personality trait can be used to analyze individuals within the organization. The big five personality traits include extraversion, which refers to a person who is talkative social and assertive. Agreeableness describes a cooperative, trustworthy and accomplished person. Conscientiousness refers to a person who is responsible, orderly, and dependable. Neuroticism describes a person who is anxious and is prone to depression and worries. Openness means a person is imaginative and independent minded. Personality in organization analysis refers to individual and group level performance. A personality trait such as cooperative or deviant behavior and performance affects the overall performance of an organization.

Peoples Democratic Republic Of Algeria English Language Essay

Peoples Democratic Republic Of Algeria English Language Essay Over three years period of learning English as a foreign language, English LMD students still find the written demands extremely challenging. Moreover, third year LMD students in the English Department at Saad Dahlab University of Blida encounter many difficulties in writing their mini-projects. Therefore, this study is needed to reveal these difficulties and their effect on further learning. Furthermore, it is an important study mainly because of the fact that academic writing is required for anybody who is studying English and has to write essays and other assignments for exams or coursework. 2. Statement of the Problem: This study will investigate the effect of having academic writing difficulties on ACHIEVING THE FINAL PROJECT of third year LMD students in the English Department at Saad Dahlab University of Blida. 3.The research question: What are the effects of academic writing difficulties on the final projects progress of third year LMD students in English Department at Saad Dahlab University of Blida? 4.The research Sub-questions: What are the academic writing difficulties that hinder the final projects progress of third year LMD students in English department at University of Blida? 5.Hypothesis: Third year LMD students in English department at University of Blida may have difficulties in cohesion. 6.Objectives of the Study: To identify the difficulties that faces the third year LMD students in English department at University of Blida when writing academically. To reveal the significance of academic writing difficulties to third year LMD students further studies in English department at University of Blida. To show how academic writing difficulties affect third year LMD students learning progress in English department at University of Blida 6. Structure of the research proposal: This research proposal covers the main points that will be examined in the final thesis entitled Effects of Academic Writing Difficulties on Achieving the Final Project of Third Year LMD Students in English Department at Saad Dahlab University of Blida. The first part is a general introduction that includes the background and significance of the study, statement of the problem, research questions and the objectives of the study. The second part is a review of the literature which consists of two chapters. The first chapter is a review of literature on the EFL academic writing difficulties. It consists of a definition of academic writing, the rhetorical, strategy and vocabulary challenges of EFL writing. The second chapter deals with the effect of writing weaknesses on EFL learning development. It includes the influence of rhetorical, strategy and vocabulary difficulties on the scores achievement. The third part describes the methodology design of this research. It includes data to be collected, data collection procedures, the population, procedures and data analysis procedures. The last part is a conclusion of the previous chapters and it includes a summary of the main points. CHAPTER 1: Review of the literature on EFL academic writing difficulties Introduction: Academic writing in English at advanced levels is a challenge even for most native English speakers. However it is particularly difficult for English as foreign language learners. Recent studies have researched the difficulties of academic writing. This part sheds light on previous studies and reviews relevant literature on the EFL academic writing difficulties. First, the researchers intend to provide a definition of the academic writing, and then they give some basics of academic writing. Finally, this chapter discusses the challenges that face EFL learners when writing academically. 1.1. Definition of academic writing: Academic writing is a mental and cognitive activity, since it is a product of the mind. The image of an individual working alone in a quiet environment has furthered the view of writing as a mental and cognitive activity. However as has been pointed out, writing can be understood only from the perspective of a society rather than a single individual(Burke, 2010,p.40-41). 1.2. Basics of academic writing: Academic writing is expected to address an intellectual community in which the students engage in active learning. Some basics or rules must be established. Using information to ones advantage is a key part of learning. Success at the postgraduate level depends on the students ability to access, evaluate, and synthesize the words, ideas, and opinions of others in order to develop their own academic voice. When presenting what they have learned, it is therefore vitally important that students are able to show clearly what they have drawn from others and what is their own (Bristol Business School, 2006, p. 3). A student must be honest about how much ownership he/she can claim over the ideas formed, the answers found, and the opinions expressed (Bristol Business School, 2006, p. 3). The student must follow certain rules to ensure good academic writing, including punctuation guidelines. 1.2.1 Punctuation The essential punctuation marks are the period, comma, semicolon, and colon. These include the following: à ¢Ã¢â€š ¬Ã‚ ¢ The period primarily marks the end of a sentence. A period is also used after an abbreviation where the final letter of the word is not the final word of the abbreviation, e.g., in enc. for enclosure, although Mr. for Mister is an exception (Murphy, 2010, p. 9). à ¢Ã¢â€š ¬Ã‚ ¢ The comma is primarily used to separate parts of a sentence so that the meaning remains clearer for the reader. (I) A comma separates words in a list, e.g., He brought coal, kindling, matches, and turf. (II) A comma separates subordinate clauses within a complex sentence where two separate sentences are not required (Murphy, 2010, p. 9). à ¢Ã¢â€š ¬Ã‚ ¢ The semicolon has two common uses. First, it may be used to separate items in a list after a colon. Second, it may be used to indicate a certain relationship between two parts of a sentence (Murphy, 2010, p. 9). à ¢Ã¢â€š ¬Ã‚ ¢ The colon may be used to indicate the start of a list, as is similar to the above example for the semicolon. It may also be used before a quotation begins (Murphy, 2010, p. 9). 1.3. Challenges of EFL academic writing: Writing is considered as a complex activity, a social act which reflects the writers communicative skills which is difficult to develop and learn, especially in an EFL context. Research in this field has examined the nature and types of writing task and by providing better understanding of EFL students writing needs, there has been an effort to help the development of this major skill theoretically and pedagogically (Zhu, 2004; Carson, 2001; Hale et al, 1996).   Examining the features of EFL writing tasks and the students problems in performing the task would certainly be pedagogically beneficial. As stated by Atkinson (2003, p.95), EFL students writing in a language classroom context shows their ability to solve a rhetoric problem and their awareness of their own communicative goals, of the reader, and of the writing context. In spite of numerous approaches to the teaching of writing, tackling EFL writing is still one of the challenging areas for teachers and students. Many EFL te achers think that grammar and vocabulary are the main problem area and that their writing would improve with remedial grammar/voc lessons. As Widdowson (1995, p.74) points out, we need to consider the larger discourse context or the meaning that lies beyond grammatical structure. To go beyond grammar, language should be looked at as a form of social practice (Fairclough, 1992, p.122). As Casanava (2002  ,p.19) points out, learning how to write for academic purposes poses a clueless challenge because the rules of the game are almost all implicit. This is especially true for Algerian university students when they write an academic research paper in English for the first time: they are faced with a number of unfamiliar, daunting tasks. Of all these, the most formidable and crucial challenge appears to be learning how to organize and develop their ideas in an academically persuasive manner; that is to organize their assertions into logical and cohesive arguments that will convince the reader. Their papers often end up lacking clear logical flow and unity, not to mention a persuasive linear argument. Conclusion Most EFL students find writing difficult and some students report that their difficulties continue, even years after their confidence in other academic skills such as speaking, listening, and reading has grown (Zhang, 2010,p.71). Explanations for students struggle go beyond grammar and vocabulary though these are clearly significant. Most writing specialists agree that writing difficulties are down to the specialised nature of academic discourse (Schmitt, 2005, p.65) and to the complexity of the craft of writing itself. CHAPTER 2: The research methodology design Introduction: In this chapter, the researchers describe the research methods, informants and data collecting tools. The results collected from the research tools will be analyzed scientifically in order to answer the research questions. Research method: Since the current study aims at showing the effects of academic writing difficulties on students final project achievement, the researchers opted to use a descriptive study on third year LMD students in English Department at University of Saad Dahleb- Blida. A descriptive method facilitates the gathering of information and data to assist in achieving study goals. As a first step, the researchers tend to administer a questionnaire to third year LMD students in English Department at University of Saad Dahleb- Blida mainly to confirm whether they face difficulties when writing academically (see appendix 01). Then, supervisors will be interviewed about the challenges they meet when orienting students with academic writing difficulties (see appendix 02). During the study, which will take three months, the researchers will observe the students progress in achieving their final project using an observation check list (see appendix 03). Population: The informants of this study are students and teachers from the English Department at the University of Saad Dahleb- Blida. The researchers select 10 groups of third year LMD students; each group consists of 3 members working on their final project in didactics field, and 5 didactic MA Degree teachers who supervise the 10 groups. The informants are 19 female students and 11 male students. The age of the informants ranges from 20 to 26 (see table 1). The original names of the students are replaced with fictitious names to keep the identity of the informants confidential. Table 01: Description of the groups Groups Gender Age Previous tuition of English 1st group 2 females/ 1 male 20 23 8 years 2nd group 3 females 20 8 years 3rd group 3 females 20 22 8 years 4th group 3 females 24 26 8 to 10 years 5th group 2 males / 1 female 20 23 10 years 6th group 3 females 20 10 years 7th group 3 females 20 10 years 8th group 2 females/ 1 male 21 10 years 9th group 3 males 20 22 10 years 10th group 3 males 21 25 10 to 13 years Data collection tools: The researchers intend to use three research tools to collect the data needed in order to answer the research questions of this study: 3.1- A questionnaire with closed-ended questions is distributed to the 10 groups of the 3rd year LMD students. It consists of 13 closed ended questions which aim at detecting the category of the difficulties whether in cohesion, coherence, vocabulary or strategy. 3.2- Semi-structured interviews are conducted to collect data from the perspective of the 5 supervisors. Interviewing the supervisors on the basis of their feedback to the groups will help to specify the types of difficulties, to confirm the data collected from the questionnaire and to know the challenges of supervising students with academic writing difficulties. 3.3- Observation check lists are distributed each month to the 10 groups in order to examine the effects of the academic writing difficulties on the progress of accomplishing their final projects. The list contains the supervisors negative feedback besides the data collected from the interviews and the questionnaire. Each group is provided with a check list to examine how much each difficulty is considerable to hinder the progress of the final project. 4. Data analysis Procedures: After the data are collected, the researchers intend to analyze them according to teachers and students answers: 4.1. A questionnaire with closed-ended questions: The data collected from the questionnaire will be analyzed quantitatively. The researchers will describe and comment on the answers objectively. Then, the data will be interpreted scientifically. Through this process the difficulties of academic writing will be revealed. 4.2. Semi-structured interviews: The data collected from the semi-structured interviews will be analyzed qualitatively. The reasons for choosing qualitative methods for collecting data are: the need to attain highly personalized data, there are opportunities for probing, a good return rate. (Gray, 2004, p.96). These semi-structured interviews will specify the kind of the difficulties. 4.3. Check list observation: The data collected from the observation check list will be presented in graphs. Graphs will give a clear vision on the effect academic writing difficulties on the third year LMD final project achievement. Conclusion and Suggestions for Further Research: In view of the data presented, the researchers conclude that third year LMD students in English department at Saad Dahlab university face many difficulties and stresses in their academic writing. These difficulties severly hinder the progress of the students final project. The following recommendations are made for future studies: The present study could be replicated on a wider scale that includes diverse populations and various levels of education to examine more thoroughly the difficulties of academic writing. Further field-based research should be conducted to address other important skills, such as reading, listening, and speaking. -Since the subjects of this study were male and female students, future studies could be conducted with only male or only female students to determine the effect of gender on academic writing difficulties. General conclusion The research proposal is a crucial step in any scientific research. It clearly describes the study process. This research paper describes the study which is intended to be applied on the topic Effects of Academic Writing Difficulties on Achieving the Final Project of Third Year LMD Students in English Department at University of Blida.This research proposal considers the most important points in the study. The first chapter is the literature review which contains different ideas about the data that will help answering the research questions. This chapter deals with the EFL academic writing difficulties. It gives a definition of the academic writing, tackles its basics and defines its challenges. The second chapter in the research proposal is the research methodology design. It describes the followed methods in the study process which are the research method, the population, the data collection tools and the data analysis procedures. Bibliography Burke, S. (2010). The construction of writer identity in the academic writing of Korean ESL students: a qualitative study of six Korean students in the U.S. Doctoral dissertation. Walter. L. (1977). College Composition and Communication. Major Problems in Doing Academic Writing. Vol 28/1. pp 26-29. Hyland, K. (2003). Second language Writing. Cambridge, Cambridge Press Al Khuweileh, A, Shoumali. I. (2007). Writing Errors: A study of the Writing Ability of Arab Learners of Academic English and Arabic at University [Abstract]. Language and Culture and Curriculum, 13 (2), 174-183. Silva, T. (1992). L1 vs. L2 writing: ESL graduate students perceptions. TESL Canada Journal, 10 (1), 27-48. BBC English Teachers Supplement. (1995). The challenges of teaching academic writing. [Online] Available: http://www.uefap.com/articles/furneaux.pdf Fulwiler, T. (2002). A personal approach to academic writing. College writing: Third Edition. Boynton/Cook Publishers, Inc. Heinemann. Murphy, Anne. (2010). Academic writing and publishing matters for the scholar- researcher. D.I.T Dublin Institute of technology 9- Woodrow, L. (2006). Academic Success of International Postgraduate Education Students and the Role of English Proficiency. University of Sydney Papers in TESOL, 1, 51-70 10- Brookes, A; Grundy, P. (1998). Beginning to Write. Cambridge, Cambridge Press. 11- Fitze, M; Glasgow, R. (2009). Input Enhancement and Tense Formation in Arab EFL Writing by Cross Cultural Exchanges. English for Specific Purposes, 17(4), 391-412. 12- Taranopolsky, O. (2005). Creative EFL writing as a means of intensifying English writing skill acquisition: A Ukrainian experience. TESL Canada Journal, 23(1), 76-78. 13- Weigle, C. (2002). Assessing Writing. Cambridge, Cambridge University Press. 14- Bacha, N.N., Bahous, R. (2008). Contrasting views of business students writing needs in an EFL environment. English for Specific Purposes 27, 74-93. 15- Badger, R; White. G. (2000). A process-genre approach to teaching writing. ELT Journal, 54(2): 153-160. Appendices Appendix: 01 Questionnaire with closed-ended questions This questionnaire is part of MA dissertation. It is administered to third year LMD students in English department at university of Blida. Please, answer the following questions according to your writing experience. Thank you for your collaboration. Do you face any difficulties when writing your mini-project? Yes No Is the grammatical features one of the problems you face in your English writing? Yes No 3. Do you spend time reviewing what you write? Yes No 4. Does most of your reviewing focus on the sentence and paragraph level? Yes No 5. Do you always focus your reviewing on the grammar points of your writing? Yes No 6. Do you know which type of plague words and phrases you should avoid? Yes No 7. Do you often make sentence mistakes in your writing? Yes No 8. Do you often make subject-verb disagreement mistakes in your writing? Yes No 9. Do you experience difficulty combining sentences in your writing? Yes No 10. Is it difficult to create an understandable and coherent paragraph? Yes No 11. Do you include each of the three steps (planning, writing, and revision) in your writing process? Yes No 12. Do you write an outline before writing draft? Yes No 13. Do you think that writing skills are important factors for successful writing? Yes No Appendix: 02 Semi-structured interviews The semi-structured interviews below are part of MA dissertation entitled Academic Writing Difficulties and their Effect on the Learning Progress of Third Year LMD Students in English Department at Saad Dahlab University of Blida. 5 supervisors of 10 groups of third year LMD students will be asked face to face the following questions: Do you think that third year LMD students in English Department at Saad Dahleb University of Blida have difficulties in writing academically when working on their final projects? According to your experience, what are the difficulties that faced by third year LMD students in English Department at Saad Dahleb University of Blida when working on their final projects? Do these difficulties affect the students progress of their final projects? According to the groups you are supervising, do the academic writing difficulties differ from one group to another? To what extent do you think that academic writing is important for third year LMD student to accomplish their final projects? What are the challenges you face when supervising students with academic writing difficulties?

The Chi Omega Spirit - Overcoming Obstacles and Achieving Success :: Personal Narratives

The Chi Omega Spirit - Overcoming Obstacles and Achieving Success For as long as I can remember I have set high goals for myself regarding my future, my friendships, and my education. Entering college with these standards I knew that I wouldn’t settle for less than my best, and I would strive to amaze myself at my success. One thing I never fit into my planned path of achievement was any type of struggle, or obstacle that could alter the way I have thought for so long. The first month of college I fell upon an obstacle I never could have imagined. I suffered a knee injury and missed continuous classes following the accident as well as surgery that was necessary to my recovery. These things tested my strength as a person, but also as a student. It made everything a little more complicated, even the little things like getting out of bed in the morning. I pushed myself to see the end of the tunnel I felt seemed impossible to crawl out of. Many things helped me along the way, and just as I hadn’t imagined my accident, I couldn’t ha ve imagined the support I found everywhere around me. I know that I can overcome obstacles in the future now because of my determination for success and the use of helpful resources all around me. Adjustment to college life seemed like it wasn’t going to be all that it was made out to be for someone like me. I am a planner, and an independent person who has never had a problem figuring things out on my own. Joining my sorority offered other things to adjust to than most college freshman understand. It meant the I was representing Chi Omega in everything I do and there are certain standards to live by than just my own. I knew that if I wanted to be initiated after winter break I had to make certain grades, have the study hours, and the initiative to be at mandatory events and meetings when I was supposed to be. It was a perfect October day in Flagstaff for our first intramural flag football game. This was the first time I was representing Chi Omega, and the proud feeling I had of wearing our letters and being a part of the team I will never forget. I went in about half way through the first half of the game.

A retrospective model by Fish, Twinn and Purr (1991)

In this strand the precise events that happened from the begginning of the module to the end of the module will be discussed .The critical incidents will be dicussed.Views and Feelings that arose during the critical incident will also be discussed and one will also identify what should have happened. During the first seminar of this module my group was given a team building exerscise or experimental learing to blow ballons and make something with the ballons. The whole group participated in this exerscise.We interacted ,made descisions and problem solved. Burnard P( 1996) suggest that experiment learning is through doing and reflecting on the doing. One has two actions to act or to notice how we act. It is only through noticing what we do that we hope to learn about our behaviour. The experimental learning which was making the ballons helped me to do an acyivity and reflect on my strenghs and weakness working as a team member. I noticed that my strength was that i was confident to do the task and talk to group members and i was confident to make my own descisions to place the blow ballons and place them on the wall. In the next seminar the contact address of the Mulberry centre was given to the whole group. and team roles were choosen. Two group members decided to analyse information about the community profile, two group members decided to visit the Mulberry centre to collect information about the centre, one member decided to do the executive summary two members decided to prepare the powerpoint .The other group member was not present so one person in the group decided that she work with me to present The experimental learning helped me to reflect and identify that my strenghth as a team member, i noticed that i was confident to talk to people and confident to make my own descosions so i descided to tell group members that i was confident to deliver the power point presentation. In the next seminar group a critical incident occured two group members were to feedback to the whole group about the mulberry centre but they were unable to do this because they did not get an early visiting date. This meant that they had to visit the following week. I felt fustrated and worried because i felt i needed to read and understand the information early before presenting. However i managed to make decisions in the group , i suggested that we met at another time and interacted with all members to inform them about the next meeting time However, in the group i did not ask the the group member who visited the centre to give me the web address of the centre. felt worried because i could not read and understand the mulberry centre information earlier before presenting. I. Next time i will ask the groupmember in the group about the web address and phone number of the centre at an earlier stage so that i can read and understand the information,make notes and practice presenting. Through communication group members can reach some understanding of one another, members can build trust, coodinate actions,plan strategies for goal accomplishment, agree upon work, coduct activity and exchange insults Johnson and Johnson (2000) I did not manage my self and resources properly because I did not phone the mulberry the centre to get the website address to get information Next time i should use the university computer to contact the tutor about thier phone number so i can get the website address. I met with the power point deliveres to summarise the community profile notes and each member interacted, listened to each other and decided on the same paragraph to summarise. In the next seminar the two group members feedback to the whole group about the centre and i was actively listening. One members asked the other group members about what services therapist can offer to the centre and she told the whole group.In the next seminar group i meet with my group to talk about our reflection as working as a team. One person in the group decided that each member should write a sentence of our reflection of working as a team and every one agreed and wrote a sentence . Retrospective strand Sucess and constraints will be discussed and one will discuss what to be more aware of.) I was able to communicate verbally to people to inform them about the next meeting times I did not communicate and work collaborately during with the other team member during the critical incident because my computer at home was not working for a weekso i could not email the other group member to get the web address of the centre and i could not email the centre.In the future i will be more aware to communicate to members and centres by verbally and nonverbally( the use of written messages) Sub-stratum strand Ones beliefs will be discussed I beliive that it is important to send and recieve messages effectively in a group so i can get information about the centre and read and uderstand the information ,make notes and present. Connective strrand This is a discussion of what i have learnt and how reflecting has helped me to develop. Ihave learnt to rfeflect om my performance and experience using a rflective journalReflecting has helped me to identify my strenghts and weakness working as ateammember. My strenght is that i can fell confident to make my decisions in n agroup such as choosing a role.i am able to communicate verbally to gather and inform people about a meeting , i am able to reflect on my performane using a journal . Relecting has helped me to aknowledge that i neede to interact and ask questions in a group so that i can be more effective in accoplishing a task in a group. Reflection cab be an introspective act which the learner intergrates new experience with old (Burnard 1996)

Difference Between Believers And Non Believers Religion Essays

Difference Between Believers And Non Believers Religion Essays Difference Between Believers And Non Believers Religion Essay Difference Between Believers And Non Believers Religion Essay Harmonizing to the Holy Quran, trusters are They who turn ( to Allah ) , who serve ( Him ) , who praise ( Him ) , who fast, who bow down, who prostrate themselves, who enjoin what is good and prohibit what is evil, and who keep the bounds of Allah ; and give good intelligence to the trusters ( Surah At-Tawba: Ayah 112 ) . The Holy Quran farther shades visible radiation on this ; Successful so are the trusters, Who are low in their supplications, And who keep aloof from what is vain, And who are givers of poor-rate, And who guard their private parts, Except before their couples or those whom their right custodies possess, for they certainly are non blameworthy, But whoever seeks to travel beyond that, these are they that exceed the bounds ; And those who are keepers of their trusts and their compact, And those who keep a guard on their supplications ; These are they who are the inheritors, Who shall inherit the Paradise ; they shall stay therein. ( Surah Al-Muminun: Ayah 1-11 ) . In respects to the Bible, we might by and large state that the biggest difference between a truster and a non-believer is the thought procedure of how a individual looks at new information. Believers believe things are true until proved false and non-believers see things as false until proved true. However, we might state the opposite when other topics are introduced such the Theory of Evolution. So Christians can be guilty of the same accusal. Christians need to show their instance to non-believers utilizing mechanisms that do non get down with the premise the Bible is true because it is the Bible. More nonsubjective methods that do non utilize round logical thinking are needed in these forums. We ll do far more advancement this manner. The Bible Teachs that in order to be saved you must atone toward God which means to believe on the Lord Jesus Christ who shed his guiltless blood for the forgiveness of all your wickednesss. The Bible Teachs that after you are saved you must stand in the true grace of God. ( 1 ) Harmonizing to the Bible those who are saved are redeemed from the Law of Moses ( Old Covenant ) and are now under the New Covenant and a much higher jurisprudence: The jurisprudence of the Spirit of life in Christ Jesus. The Bible says, For the jurisprudence was given by Moses, but grace and truth came by Jesus Christ. ( John 1:17 ) . If you are led by the Spirit you are non under the Law of Moses: But if ye are led by the Spirit, ye are non under the law. ( Gal. 5:18 ) . The jurisprudence of Moses- as sanctum and righteous a criterion as it is- does non give ageless life because no 1 is justified by maintaining the jurisprudence: But that no adult male is justified by the jurisprudence in the sight of Go d, it is apparent: for, The merely shall populate by faith. ( Gal. 3:11 ) . Paul explained that the flesh lecherousnesss against the Spirit, and the Spirit against the flesh: and these are contrary the one to the other ( walking after the flesh is contrary to walking after the Spirit ) so we can non make the things that we would : For the flesh lusteth against the Spirit, and the Spirit against the flesh: and these are contrary the one to the other: so that ye can non make the things that ye would. ( Gal. 5:17 ) . The ends of the flesh ( adult male s selfish desires ) are contrary to the ends of the Holy Spirit in a Christian s life. The ends of the flesh and the ends of the Holy Spirit are in resistance to each other. The Bible is clear that if the Christian follows the leading of the Holy Spirit he is non under the jurisprudence, but if he walks after the flesh without penitence, God considers him to be under the jurisprudence, non under grace. A urgent issue that seems to hold contentions worldwide is the issue of charitable giving. Apparently, it is an issue that is debated within faiths, between faiths, or between trusters and non-believers: Are Religious Peoples More Charitable than Non-Believers? The differences in charity between secular and spiritual people are dramatic. Religious people are 25 per centum points more likely than secularists to donate money ( 91 per centum to 66 per centum ) and 23 points more likely to volunteer clip ( 67 per centum to 44 per centum ) . And, consistent with the findings of other authors, these informations show that practising a faith is more of import than the existent faith itself in foretelling charitable behaviour. For illustration, among those who attend worship services on a regular basis, 92 per centum of Protestants give charitably, compared with 91 per centum of Catholics, 91 per centum of Jews, and 89 per centum from other faiths. In the book, Who Truly Cares: America s Charity Divide by Arthur C. Brooks ( 2006 ) , Brooks cited several surveies and studies that appeared to show that secular Americans give less to charity than their spiritual opposite numbers. He proposed several grounds for these consequences, viz. those secularists are merely of course less generous ; that as a mostly broad group they had higher outlooks of authorities public assistance plans ; and that they lacked a centralised establishment such as a church that codified and encouraged giving. However, subsequently critics have pointed out that it is non wholly clear whether the spiritual are more generous than the non-religious ; other surveies have shown that the existent state of affairs is far murkier. These critics of Brooks analysis were speedy to indicate out that spiritual charities are normally clearly labeled as such, doing it far easier to track the spiritual associations of the givers. Secular charities, by contrast, receive contributions from spiritual and non-religious alike, with no peculiar differentiation being made between the two. This might function the intent of hiding charitable giving by secular Americans. Recent attempts to set up pointedly secular charities like the Richard Dawkins-organized Non-Believers Giving Aid have been really successful, but by definition secular charities act really much like secular persons in being non-discriminating with both their contributions and their expense. There is some truth to Brooks contention that seculars who tend to tilt broad for the largest portion would want that public assistance plans be run more justifiably through authorities bureaus to a certain extent than being left to the caprices of private charitable trusts. And every bit utmost as it sets off, more European layman persons give far less to charities than their American opposite numbers. However, this is non the complete image. When the amount Europeans disburse in revenue enhancements to finance societal plans abroad and at place is taken into consideration, so their charitable philanthropic far outstrips that of Americans. In highly unbelieving Denmark, for case, the revenue enhancement caisson contributes to ninety per centum to foreign assistance, while in the U.S. the figure is simply 15 per centum. Surveies of religious generousness and belief that focused on non-cash giving established a further interesting consequence. With regard to donating blood, the spiritual belief or non-belief of the helper made highly no differentiation at all to the regularity or sum donated. every bit, a survey of American physicians who were prepared to waive productive medical callings in order to work with the underprivileged in the oversees or the U.S. showed undistinguished differences affecting the layman and the spiritual, with 35 % of the selfless physicians self-identified unbeliever, as contrasted to 28 % Catholics and 26 % Protestants. In extra surveies of bigheartedness by agencies of more restricted methods, no disparity was established between non-religious and spiritual topics. happenings of the dictator game where a individual topic is given financess and requested to divide it or non with an unidentified other participant who knows non anything of the particulars of the trade established spiritual topics were no more broad than their non-religious opposite numbers ; undeniably, a good figure people who participated in the game offered the anon. participant half or about half of the financess, despite of the spiritual belief or deficiency thereof. As in the bulk of research of this kind, there is a menace of trusting excessively much on people s self-reporting of their activities, in peculiar where something every bit accepted as generous giving is antsy. Some surveies, together with one done in 1973, give the feeling that the religious were more likely to desire to be seen as bounteous and accordingly more likely to pump up the sum they contributed to charity. Tom Flynn, in a free of charge Inquiry expose, illustrated the self-reporting deadlock by mentioning to the oft-cited statistic that 40 % of Americans account to holding attended church services in the old hebdomad, so lighting that when research workers basically went out to a large sampling of churches and counted attenders, the figure was nearer to 20 % . He supposes that the accurate incompatibility associating spiritual and non-religious giving, if any, can by no agencies be definitively known every bit long as self-reporting is the major agencies of informations d igest. In the treatment featured in The Great God Debate showcasing atheist Christopher Hitchens and the Judaic Rabbi David Wolpe, similar to many of the brushs affecting Hitchens and spiritual leaders, the statement was intriguing and spirited. This was one issue that came up-and perpetually does in these debates-was the topic of generous giving, and the world that spiritual people confer well more of their money and clip to charity than non trusters. despite the fact that Hitchens endeavored to annul that allegation by claiming that religious charitable giving often comes with strings attached-that is as portion of some kind of evangelical outreach to win farther converts- the basic truth that religious people give more is inflexible to rebut. Hitches besides conversed about the Richard Dawkins Foundation s enterprise to raise financess for subsisters of the Haitian shudder. In add-on, it ought to be understood that the unsimilarity is non merely relevant to trusters. Besides, non trusters are every bit broad with their money and clip. So whatsoever the ground is, it s non a footing particular to one belief. Thus trusters can non justifiably claim that their munificence is because of some built-in moral virtuousness or righteousness of their religion. There ought to be factors at work that are cosmopolitan to all major religious groups. Adding to this, the significance of benevolent giving is nt constrained to one political group or even within a specific faith. Pious progressives are in add-on much more likely to lend money and clip to charitable causes than their non-believing opposite numbers. it is factual that trusters typically suppose that the authorities ought to hold a superior function in assisting the needy and hapless in the universe which, in bend, should diminish the demand for cloak-and-dagger contributions, except that the belief decidedly does nt hinder trusters from donating their money and clip at the higher rates distinctive of all spiritual trusters, so the evidences why spiritual people contribute more is little to make with political relations. Last, after an drawn-out appraisal of authorities wellbeing and how he believes is impairing charitable giving and spiritual religion, Brooks gets about to undertaking the evidences of why devout trusters tend to be more bounteous than non-believers. He farther points out that it might be that belief merely has a strong didactic control over volunteering and giving. Assorted top ographic points of worship might educate their congregants the religious duty to give, and about both the religious and physical desires of the hapless. Basically, people are more likely to analyze charity in a temple, mosque or church than exterior. It s unquestionable that topographic points of worship are extremely important when it comes to bountiful giving. But it s to a big extent more than merely educating people that they ought to give. First, congregants are non simply taught that it is their merely responsibility to offer, they are often told in no dubious footings that they will be known by their fruits -that if they are surely reliable to their belief, they will portray it by willing their money and clip to commendable causes. This is an enticement beyond and above merely stating people that it is the right thing to make. Next, spiritual leaders are continuously reiterating to their congregants of their religious responsibility to give bigheartedly, largely in times of crisis ( What Laws are Believers Under, 2001, AÂ ¶1-5 ) . For illustration, how many American curates agreed up the chance to sermonise a discourse about the moral conscientiousness of looking after those less fortunate than ourselves in the effects of Hurricane Katrina? really few merely as everyone would bet. And it s non merely the influential who often remind trusters about parts, it is besides as a consequence of equal force per unit area. Among the parishioners at that place will for all clip be a figure of people on the sentinel for aid with one commendable ground or another. If you are a vigorous affiliate of a spiritual community, it s difficult to maintain away from all these desires for your money and clip. In decision, spiritual establishments hearten charitable contributions by seting up the substructure that makes philanthropic as painless and every bit easy as likely. each Sunday in several churches around the Earth, an offertory bowl is passed under every congregant s nose. In several of those churches, you can even put up a monthly express debit to direct your hard currency from your history to the church s personal caissons with no raising a finger. Furthermore as a asset, you get to put aside some money on the revenue enhancements every bit good. There are bases in the churches java suites covering with Traidcraft goods in aid to Third World scarceness, every bit good as tabular arraies set up where people can give up their clip to assist out in the vicinity. The listing of ways that religious establishments assist people contribute their clip and money to generous causes is eternal ( Buzz, 2010, AÂ ¶4 ) . It s besides deserving retrieving that while most organisations charge a rank fee in order to assist fund its fiscal duties, spiritual organisations typically do non, and therefore all monies collected from members in support of their operations are classed as charity, therefore greatly hiking the overall sum spiritual people donate. Compare all that with the experience of the non-believer. There is small inquiry that the huge bulk of non-religious people believe that charitable giving is a good and moral thing to make. Even without entree to a huge spiritual substructure to assist them, two-thirds of all non-believers still donate money to charity on a regular footing. So why do nt non-believers donate as much or every bit frequently? Simply put, they lack the same motives and chances that spiritual people have. Non-believers do non hold their moral responsibility to give to charity preached at 52 Lords daies a twelvemonth. They do non hold a aggregation home base waved in their face every hebdomad reminding them of their duty to do a contribution. They do non typically frequent topographic points where big ongoing attempts to raise money for charity are afoot, and they normally merely have their scrupless stirred when some great calamity hits the intelligence headlines-like the Ethiopian dearths, Hurricane Katrina, or the Haitian temblor. So I do nt believe that it is at all surprising that non-religious people give less of their clip and money to charity. But it s non because non-believers are per se less moral in any manner, it s merely because they lack the same duties, encouragement, and mercantile establishments that spiritual people have. Ashford ( 2010 ) , points out an first-class proposition on this issue that if assistance is so a civilized behaviour, it may be that houses of devotedness are merely meant to learn it. Secularists concerned in increasing benevolent volunteering and giving among their ranks might use some attempt opinionating on alternate ways to further these wonts. It at all there exists hope, so it would be in attempts to give many more people a gustatory sensation of what it s like to donate one s clip to charitable plants. Study after survey have shown that prosecuting in regular voluntary work can be a great benefit to one s mental and physical wellness. It does nt count if the volunteerism is conducted through a spiritual establishment or non, about everyone who tries it, even for a short clip, begins to see those personal benefits first manus, doing it more likely that they would desire to prevail making it on a customary footing ( AÂ ¶5-8 ) . Basically, persons must come together in the populace and make up ones mind how communal wealth will be allocated every bit good as how actions will be governed.A These opinionative inquiries bring both disbelievers and trusters together and coerce interaction among them.A It is non good plenty for trusters and disbelievers to writhe their dorsums on one other when real-life reasonable affairs are at risk.A Providentially, there is a batch of cosmopolitan land accessible between trusters and disbelievers to undertake practical jobs. So there are assorted ways to cheer charitable giving every bit good as instill good wonts beyond the protections of religious groups, despite the fact that I do non underestimate the graduated table of the responsibility of fiting the selfless work performed and encouraged through spiritual establishments. The most of import facet to maintain in head is that there is nil supernatural or mystical sing the generousness of spiritual people. It is strictly a n terminal merchandise of indoctrination, facilitation, publicity every bit good as instruction facilitated by the assorted spiritual establishments they belong to.

Effective Recommendations on Career Advancement

Effective Recommendations on Career Advancement Best Habits to Improve Your Career You can easily find multiple tips for people who are looking for a job, but what about advice on career improvement for people who already have a job? As numerous businesses have cut back their staff, a big amount of employed people are stuck performing the work of several people. Here Is a List of the Effective Tips to Help Advance Your Career Know Your Career Goal Your career goal should challenge you to find the original role, which best suits your skills, talents and passions, and forces you toward success. You have to understand your work and know how to do it well. This means that you should have technical competence and meet the requirements for your job. Network Even if You Are Not Looking for a New Job The main advice for job seekers and even for those who are not looking for a new job is networking. A good professional network often becomes a source of friendships and referrals for almost anything. Besides, your professional network can give objective insights for the assessment of the opportunities and problems as well. Acquaintances of acquaintances, trade organizations and various education classes provide great sources for creating relationships with people that may help improve your career. You should keep in mind that job security can come and go, while a developed network of important contacts is always useful. Trust Your Intuition If any situation does or does not feel right, never let your logic override your instincts. You know what I mean if you have ever taken a job your intuition warned you against and realized some time later that your instinct was first right. Of course, logic has to take place in your decision-making, as well as in the career advancement, but together with intuition, it can provide you with a balanced perspective on the career improvement. Pursue Only Those Goals Which You Really Want to Achieve When you are setting the goals that have to help advance your career, test their viability with the help of RUMBA method. According to it, all of your goals have to be Reasonable, Understandable, Measurable, Behavioral and Agreed upon. If your goal does not meet any of these conditions, it is probably not worth your endeavors. Not only you, but also every other person involved with your goal has to genuinely trust that it is a good idea. You Should Have Time Devoted to Education, Work and Fun Many people divide their lives into three separate periods with different purposes. Until the age of 20, most of us are in so-called learning box when we absorb all the information we get. From about 20 to 65, we are in the working box and focus on producing valuable products or services. And at 65, we move into the fun box. However, it is not the best way to spend our lifetime. Instead, people, who know how to combine education, job, and free time, seize and enjoy every day of their lives.

International Justice And The International Criminal Court Between Essay

International Justice And The International Criminal Court Between Sovereignty And The Rule Of Law - Essay Example He has addressed in International Law at Columbia University, in addition to at King's College London, since then he holds a Ph.D. He discovers resolutions to most important exceptional troubles of international law (universal jurisdiction, bureaucrat immunities, the association of the ICC to national courts, the function of the United States). This book assess the quick current expansion of international illegal law, and discovers explanations to chief harms of bureaucrat invulnerability, worldwide jurisdiction, the International Criminal Court, and the attitude of the United States, looking for to elucidate how impartiality can be done most excellent n a classification of sovereign States. At the same time as neither the ending of the Cold War nor the 'refusal of sovereignty' in themselves make dependable justice more probable, the ICC might give confidence a civilization of answerability that will hold up additional customary enforcement of international criminal law in the long-standing. This book critically defines the consequences of the Cold War, governments and human rights groups pressed for the formation of international legal systems to grasp persons accountable for war crimes, crimes against humankind, and genocide. The Yugoslav and Rwandan courts set significant models, and the 1998 acceptance of the Rome decree of the International Criminal Court offered latest institutional machines. In this helpful review of the emergent field of global criminal law, Broomhall positions these progressions in a wider situation. What is distinguishing about Nuremberg-enthused international criminal law is that it chairs liability on persons relatively than states and relies on such worldwide customs as "international harmony and defense" and "the communal ethics of mankind." These customs of justice, nevertheless, have heightened much more rapidly than have enforcement systems, which stay decisively in the hands of independent states, and in that laid the massage. Broomhal l however disagrees that globalization and the expansion of international civil culture have shaped a novel "legitimation atmosphere," in which governments are beneath greater than before stress to validate their results and tolerate by global customs of liability. This book by Broomhall clearly states pressures between liability and the law of the international globe and the continuing authority of state dominion. The worries inside and boundaries of a range of advancements to

Problems and Risks with Information Security in the modern world Research Paper

Problems and Risks with Information Security in the modern world - Research Paper Example This essay discusses that increasing and tougher market competition, globalisation, rapid developments in technology, higher demands from customers and other similar factors are some of the changes that companies are confronted with as they try to create their niche in the global market. In response, companies have redefined and re-shaped their strategies in order to equip them with the necessary tools and mechanisms that will enable the organisation to address the challenges brought by change. One of the most important challenges that organisations have to deal with is the rapid evolution and changes in information technology. Information is one of the primary assets organisations. It is being exchanged among organisations, employees, customers, management, partners and other stakeholders of the company. Meanwhile, developments in communication and computer technologies have paved for faster exchanges of information through the use cellular phones, internet, and other technological devices that allow people to be connected anytime, anywhere. In this regard, information technology has become an integral part and tool of organisations as firms respond to the challenges of the market and cope with the increasing demands of the customers. However, as information becomes more valuable to firms and organisational processes become more dependent on information systems (IS), IS security has become one of the major issues that modern enterprises have to tackle. (Belsis, Kokolakis & Kiountouzis 2005). Threats, identity theft, fraud, viruses, data integrity, data protection and other similar concerns have been part of the many issues that IS security have to deal with as the proliferation of the use of computers continue in the Information age. In this regard, this research will focus on the problems and risks in information security in general and in the banking sector in particular. Objectives of the Study The study intends to examine the nature of information security . It also seeks to determine the various problems and risks that information security is dealing with. Likewise, the study aims to identify some of the theories that are proposed in order to address the concerns and issues pertinent to information security. In addition, it aims to understand information security from the viewpoint of the banking sector. Finally, the study seeks to test information that will identify further concerns in information security in the banking sector. Research Questions In view of the integral role that information security in organisations, the research will be addressing two main questions and these are, first,