Multiphoton Excitation for organic complex Essay

Multiphoton Excitation for organic complex - Essay Example wo photon absorption active; but, it is not guaranteed that they will exhibit interesting and useful three photon absorption properties such as frequency up-converted lasing [10]. Based on this reason, our University Department of Chemistry Prof Ricky Wong Man Shing and his student Dr.Xin Jiang Feng have developed and synthesized a new set of organic complexes p-PhN-OF(n)-TAZ n = 2 to 6 from deep investigation and collection of fundamental information and applications such as multi-photon properties and multi-photon cavityless lasing etc. The most important aspect is that it can let us explore and understand the more Physics behind the discovery. In this chapter, am going to analyse the use of p-PhN-OF(n)-TAZ series for a set of nonlinear optical experiments to verify the multi-photon properties. The p-PhN-OF(n)-TAZ series are type of D-ï  °-A using oligofluorenes (OF) as a ï  ° conjugated core end capped in which D is the end capped with the electron – donating diphenylam ino group and the unconventionally employed electron-deficient 1,2,4-triazole (TAZ) derivates as an acceptor designed and synthesized for multiphoton absorption investigation [10]. The electron was pushed from Donor (D) to pull side of Acceptor (A) in the ï  °- conjugation system which is called intramolecular charge transfer. In addition, the size of length of conjugation is related to enhance the cross section value of two-photon absorption and three-photon absorption [11]. Unless, the value of cross section is reach to saturation level. Under fig 4.1, the linear absorption spectra of the organic materials p-PhN-OF(n)-TAZ series (n = 2 ~ 6) was dissolved in Toluene solution, the series exhibits the two absorption peaks characteristics. The weak absorption peak appears around 300-310 nm attributed to the nï‚ ®Ã¯  °* transition of triarylamine moieties and the broad absorption band spanning from 378-415 nm corresponds to the ï  °Ã¯â€š ®Ã¯  °* transition of fluorene-based ï  °-conjugated core. The

A monopoly from start to finish Essay Example for Free

A monopoly from start to finish Essay During out studies this term we have learned a lot about a Monopolistic way a company is able to maneuver in the business market and I would like to refresh your mind by offering a clear definition. A Monopoly is a situation in which an entity, either an individual or an industry or organization, is the sole supplier of a particular good or service. As such, this supplier has no competition from other suppliers and is able to control the market value of the commodity. Some monopolies are government-enforced or controlled, while others form naturally or through company merger. According to our focus of this paper, we are asking about the long-run competitive equilibrium of the Wonks Company that was earning a normal rate of return and were competing in a monopolistically competitive market structure. One of the questions we must answer regarding this change in business structure is how the company’s shift to a monopoly will benefit the stakeholders involved. One of the stakeholders who may be involved is the government. Monopolies sanctioned by the government are called legal monopolies. These are considered coercive monopolies, meaning that other companies are forbidden by law to compete against them. Governments also maintain some control over monopolies through competition laws, which prevent monopolies from engaging in unscrupulous or anti-competitive practices (http://www. reference. com/motif/Society/advantages-disadvantages-of-monopolies). The second question is how a Monopoly will affect other businesses and after research it is quite obvious from the definition of a monopoly that other companies do not have to worry about competition from other companies in the same market. Consumers are affected by this change because they must either purchase the product or service from the monopoly or do without it. When a company transitions from a monopolistically competitive firm to a monopoly, there will be changes with regard to prices and output from both of these market structures. So, let’s take a closer look at how prices are affected when a firm becomes a monopoly. A common practice among some monopolies is price discrimination, in which the monopolist charges some segments of the population more than others for the same product or service, based on a higher need or a wealthier consumer base. This would usually be called price fixing which is an agreement between participants on the same side in a market to buy or sell a product, service, or commodity only at a fixed price, or maintain the market conditions such that the price is maintained at a given level by controlling supply and demand. When the monopoly is able to prevent buyers from reselling their product, they may be able to price discriminate to accentuate the effects of monopoly power. In my opinion the most important group that is affected by a Monopoly are the consumers. Monopolies can impact consumer prices in two obviously different ways, they can cause prices to drop so low that it forces companies out of business or it an cause prices to skyrocket making it difficult for consumers to purchase a product, neither being a good option for the consumer. If one business is the only provider of a product or service, the consumer is forced to pay whatever the price they demand. This can also lead to the company providing a low quality product or service without fear of losing business (Home, 2009). Since monopolies are the only provider, they can set pretty much any price they choose, regardless of demand, because they know the consumer has no choice. Is this sort of thing fair to consumers? Of course not, but it is how big business is able to stay on top of the market. For example, most people find that Apple products have an outrageous price tag, but I have come to learn that the quality of their products is outstanding and I estimate that Apple will continue to rise in popularity for years to come. It has also come to my attention that because Monopolies try to monitor the price of products they may resort to price discrimination. Price discrimination is sometimes defined as the practice of a firm selling a homogeneous commodity at the same time to different purchasers at different prices . Of course, I believe it is important to understand what and how price discrimination occurs. â€Å"Price discrimination exists when two similar products which have the same marginal cost to produce are sold by a firm at different prices. This sort of practice is highly controversial in terms of its impact on both consumers and rivals† (Price Discrimination, 2006, p. 1). There are many ways to accomplish these sort of conditions because the transactions surely need not be simultaneous; indeed, there is temporal discrimination, such as between Sunday rates and week, day rates, matinee and evening prices, peak rates and off-peak rates, season and off-season prices. To sell different qualities or products with different marginal cost at the same price, or to buy different qualities or factors of different efficiency at the same price, is also discriminatory. Based on all of this useful information we must also answer the question regarding which market structure is more beneficial for Wonks to operate in and will this market structure benefit consumers? In my opinion it is based on the level of quality and service of the products and how much consumers are willing to pay for the products they want to purchase. In a monopolistic competitive market the consumer may choose to purchase a substitute product for a lower price, but only if the consumer values price over value. Of course with a monopoly there may be only a few companies offering a substitute product. If one company’s product becomes too high in price, the consumer will eventually look for another brand that offers similar use. According to economist, the monopolistic competitor’s demand curve is less elastic than a pure competitor and more elastic than a pure monopolist. Monopolistic competitors have excess capacity which means that fewer companies operating at capacity could supply the industry output. It is my opinion that Wonks might operate more beneficially as a Monopoly than at a Monopolistic Competitive firm because they will not have as much competition to deal with and they can corner the market with value and price. Resources: 1. McChesney, F. S. , Shughart II, W. F. , Haddock, D. D. (2004). ON THE INTERNAL CONTRADICTIONS OF THE LAW OF ONE PRICE. Economic Inquiry, 42(4), 706-716. doi:10. 1093/ei/cbh091 2. Mainwaring, L. L. (1977). MONOPOLY POWER, INCOME DISTRIBUTION AND PRICE DETERMINATION. Kyklos, 30(4), 674. 3. https://www. fcsknowledgecenter. com/uploads/2011_Row_Crops_Industry_Perspective. pdf 4. http://academic. udayton. edu/lawrenceulrich/Stakeholder%20Theory. pdf 5. http://www. answers. com/topic/mergers-and-acquisitions 6. http://www. helium. com/items/1405663-what-is-a-monopoly-what-do-monopolies-do-how-is-the-economy-affected-by-monopolies 7. Case, K. E. , Fair, R. C. , and Oster, S. E. (2009) Principles of Microeconomics (9th ed). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Methodology Of Cyberbullying Studies Psychology Essay

Methodology Of Cyberbullying Studies Psychology Essay According to Dooley, Pyzalski, Cross (2009, p.182), to date, many authors face difficulties in defining and comparing cyberbullying because of the use of different methods. (No Flow from reason of different method to definition) Cyberbullying has been from a general perspective defined as bullying through an electronic means. Drawing from Smith et al. (2008, p.376), cyberbullying refers to an aggressive, deliberate act done by a person or a group of people, using electronic contact means, repeatedly for a certain period against a person who is not able to easily defend herself or himself. This definition emphasizes on the act being aggressive, deliberate, and repetitive as well as having the presence of power imbalance. Belsey (2004) further defines cyberbullying as using technologies of information and communication to support intentional, frequent, and hostile conduct by a person or a group, with the aim of harming other people. From Belseys definition, power imbalance is missing, which implies that power does not necessarily form an essential component of cyberbullying. On the other hand, Wolak, Mitchell, Finkelhor (2007, p.52) argue that, an accurate definition should view repeated actions of online hostility as online harassment (How is this link to the previous point of Belseys definition?). In addition, since the victim can terminate negative online relations easily, he or she possesses a certain level of power, which they were not capable of having if the harassment took place within the schoolyard where they cannot escape easily. On the contrary, there are cases of online harassment, which the victim cannot terminate easily such as difficulties involved in getting rid of information from t he internet (From where? What does this show?). The identification of the main elements of cyberbullying is necessary for a uniform progress in cyberbullying studies. According to Vandebosch van Cleemput (2008, p.500), a research was done through focus groups on 10 to 19 year olds in Belgium regarding their experiences on cyberbullying and their use of information and communication technology. The findings of the research showed that, cyberbullying actions are consistent with the definitions such that they are deliberate, repetitive, and typified by an imbalance of power (Mention Results). These features characterize traditional face-to-face bullying. The research also proposed that, in cyberbullying, behavior is more important as compared to the medium used (What medium? What does it show?). Kowalski Limber (2007, p.24) further define cyberbullying as, simply the electronic type of face-to-face bullying instead of a distinct phenomenon. Viewing cyberbullying as simply a form of face-to-face bullying can overlook the difficultie s of such behaviors. (Mention overall non-consensus with definitions) Differences between Traditional Bullying and Cyberbullying According to Zacchilli Valerio (2011, p.11), traditional bullying involves numerous key components. Bullying is aggressive, deliberate, includes power imbalance and is also repetitive. Aggression refers to any conduct aimed at harming another person. Bullying involves deliberate harm exerted on another person and it is, therefore, not playful. Drawing from Coloroso (2008), traditional bullying takes three main forms including verbal, relational, and physical. Verbal bullying is the most widespread form and involves the use of words to harm other people. Physical bullying is visible and include behaviors like kicking, hitting, biting and slapping. Relational bullying is widespread amid girls as compared to boys. It may involve ignoring, exclusion and spreading rumors. Further, cyberbullying appears to have a number of features of both relational and verbal bullying. Cyberbullying is a new research area (When was it formerly studied?), and it is thus vital to have an apparent definition regarding what cyberbullying entails. Hinduja Patchin (2008, p.152) suggest that, cyberbullying is willful and can cause continual harm to another person through the means of electronic content. This definition focuses on the notion that, cyberbullying entails an intention, and done for a certain period. Smith et al. (2008, p.376) suggested an identical definition where they define cyberbullying as an intentional, aggressive and repeated act by a person or a group using electronic contact means against somebody who cannot guard herself or himself. This definition also emphasizes the idea that cyberbullying is a planned, aggressive behavior occurring several times. Kolwalski, Limber, Agatston (2008) compared and contrasted traditional bullying with cyberbullying based on definitions. The two kinds of bullying entail aggression, repetition, and an inequality of power. In terms of differences, cyberbullying is more appealing as compared to traditional bullying due to anonymity. For instance, a person can be a victim of bullying for a long time without identifying the bully. Therefore, a bully may consider cyberbullying more appealing since it is very hard to track the origin of the bullying. Moreover, punitive fears and disinhibition differentiate traditional bullying from cyberbullying. When teens or children become victims of cyberbullying, they may not tell an adult about it for fear of being deprived the use of cell phones or computers. Disinhibition happens when people do or say things that they cannot do if the victims could identify them. Unlike cyberbullying, victims of traditional bullying mostly identify their bullies (Olweus, 1993). ( What does this show?) Debates and Arguments Regarding the Definitions Most arguments and debates among authors on the definitions of traditional bullying and cyberbullying relate to repetition and power imbalance. Even though majority of authors generally approve including repetition when defining bullying, debate regarding its importance and nature still continues. Tattum (1989, p.17) claimed that, continuing feelings of tension regarding an occurrence may be deemed repetitive even though it occurred just once. Repetition, especially in cyberbullying, is difficult to operationalize, since difference may exist between the perceptions of victim and the perpetrator on the number of incidences and the likely consequences. For instance, Slonje Smith (2008) maintain that, though repetition is apparent when the perpetrator sends several e-mails or text messages, it is not very apparent when the perpetrator creates one derogatory website or an online message, which several individuals can access (Shows Whats?). Regarding power imbalance, an example by Aalsma Brown (2008, p.101) of a second grade boy kicking a sixth grader every day in the bus suggests that, no bullying occurred since the second grader is smaller and less powerful physically compared to the sixth grader. From the example, assessing power imbalance is complex since it is hard to evaluate, particularly in children. However, Rigby (2007, p.19) argues that, wherever power imbalance exists, regardless of its source, the status of a person may be reduced. (Overall mini summary) Challenges of Self-Report Self-Report Studies on Traditional Bullying and Cyberbullying (I dont want this portion, instead I want more emphasis on the challenges of self report problems of survey questions) According to Arsenio Lemerise (2004, p.989), many studies have repeatedly claimed that, bullies can have deficits concerning their morality (Very random; out of the blue). Recent integrative developmental moral hypothesis models have stressed the need for investigating both moral affect and moral cognition in comprehending individual variations in behaviors like bullying since there is an empirical and conceptual overlap between traditional bullying and cyberbullying. Bullying has a positive association with self-reported ethical disengagement in both adolescents as well as in children. A research by Pornari Wood (2010, p.86) indicated that, ethical disengagement is not related to traditional aggression, but to cyber aggression among peers. Moreover, it showed that adolescents and children who had frequent involvement in bullying became more ethically disengaged and had fewer ethical responsible justifications. Bullies justified their moral misbehavior of a supposed bully primarily from a selfish viewpoint, and their thoughts focused on receiving individual gain from their negative behavior (Menesini Camodeca, 2008, p.187). Ybarra Mitchell (2004) examined online harassment using 1,501 regular users of the internet aged between 10 and 17 years in the United States. In the study, online harassment referred to a deliberate and overt action of aggression to another individual who is online. The results showed that, 15% of all the participants were out of which 51% of them were also victims of traditional bullying, and 20% were cyberbullying victims (the remainder 29% ?). The results propose a high relation between traditional victimization and online harassment (Indicates what ). (No flow b/w points) In addition, Raskauskas Stoltz (2007) investigated 84 American students between the age of 14 and 18. They analyzed the links between traditional bullying, electronic bullying, traditional victimization, and electronic victimization. They particularly examined whether being a victim of traditional bullying or a traditional perpetrator predicts retaining the same position in electronic bullying. From the study , nearly all traditional bullies were also cyberbullies, and almost all traditional victims were cybervictims (Shows What?). Gradinger, Strohmeier, Spiel (2009, p.211) carried out a study to examine joint bully and victim conduct of students on 761 ninth grade students of 10 distinct schools in Vienna, Austria. From the study, cyberbullying, as well as cyber victimization, occurred rather infrequently than traditional forms. On the contrary, the incidence rates of students participating in cyberbullying and cyber victimization, which were 5% and 7% respectively, were lower than in former studies whose range was 11 to 49% and 10 to 22% for cyber victimization and cyberbullying, respectively. Such differences are due to a number of country-specific features that researchers cannot identify without cross-national studies. Moreover, the study found that, barely any student is exclusively a cybervictim. Rather, majority of cybervictims were also traditional victims. This implies the overlapping nature of cyber and traditional forms of victimization. Problems of Survey Questions Drawing from Ybarra Mitchell (2004a, p.1308), majority of self-report studies on traditional bullying and cyberbullying have methodological weaknesses, which include a theoretical approaches, weak evaluation instruments with a single-item questions, small sample sizes and absence of psychometric assessment of the instruments used (Explain?). Questionnaires are the common methods that researchers use to gather information on bullying during self-report studies. This method is effective in collecting adequate data from respondents due to its anonymity feature. On the contrary, most survey questions that researchers of bullying use have a problem of using a single item to define and investigate multiple bullying constructs. Smith Sharp (1994, p.13), for instance, a survey question for bullying can read, How often have you participated in bullying another student(s) in school in the past four months? (Implies that they are bullies as well) According to Nunnally Bernstein (1994, p.27), the use of single-item questions to assess constant bullying constructs is improper because; single items only recognize moderate to big distinctions and are not able to distinguish fine levels of a trait. Spector (1992, p.44) further asserts that, single items are undependable, and that, they lack the ability and scope to reveal detail. Cyberbullying self-report studies (Which ones?) have inherited the remarkable trend of research on traditional bullying to categorize students as victims and bullies. Such a system uses the single-item questions and an intrinsic model (By who? What model?) whereby, being a victim or a bully were mutually exclusive behavioral patterns. This has led to generalized rather than specific conclusions on bullying research (Parada, Marsh, Craven, 2005). Debates and Arguments among Authors Rigby Slee (1999, p.121) note that, many studies propose the presence of three kinds of victimization and bullying including physical, social and verbal. However, recent popular instruments use a one-item survey questions to assess bullying. For example, How often have you been bullied in school this year? single-item questions have a tendency of being frequency estimates like frequently, often, once a month or never, and yield scores which have a high statistical variance. Peterson Rigby (1999, p.483) however argue that, as research on bullying advances, more researchers are seeing the significance of assessing the three forms of bullying as well as victimization. Researchers have also been adding instruments as indicative of these forms. In the research, Peterson and Rigby assessed five behavioral aspects namely hurtful names, threatened, kicked or hit, unpleasantly teased, and isolated, to measure various bullying types. On the contrary, no self-report study had before 2004, ack nowledged the exact 3-factor framework adequately (Marsh et al. 2004). (How is this paragraph relevant to cyberbullying?) According to Ahmed Braithwaite (2004, p.38), the vastness of research on bullying consists of quantitative and continuous variables using self-report, teacher-report and peer-report measures of data. Researchers most frequently assess such data by dichotomization to generate results. Nevertheless, MacCallum et al. (2002, p.20) have spotted the fallacies of dichotomizing variables. According to them, dichotomization of quantitative and continuous variables results in loss of statistical significance and effective size, deformation of effects and the likelihood of researchers of overlooking non-linear relations. Due to these intrinsic methodological shortcomings of dichotomization, MacCallum et al. (2002, p.22), wind up that, these techniques ought to not be used unless they are vigorously justified. This is because when researchers dichotomize data for analyzing victimization and bullying, they unavoidably categorize children. Examples of such categorization include victims, bullies and those who are not affected. (Link to cyberbullying) Theories of Cyberbullying Theories Associated With Traditional Bullying Agnews general strain theory (GST) is one of the theories that have associations with traditional bullying. According to this theory, there are three kinds of strain including failure to attain positively valued ambitions, eradication of positively esteemed stimuli, and production of negatively treasured stimuli. GST primarily revolves around the notion that, strain comes from unconstructive relationships with other people. For instance, a bully is producing negatively treasured stimuli, whether emotional or physical abuse, to her or his victim. The sources of strain have indirect links with delinquency and other behavioral problems. This is because; strain generates negative effects such as anger or frustration. (No links b/w points) In addition, theory of planned behavior (? By who?) has relations with traditional bullying. The theory suggests that, attitudes towards conduct come from peoples behavioral beliefs. According to Bosworth, Espelage, Simon (1999, p.344), minors deem agg ressive conduct as validated when a person deserves it, have a likelihood of behaving aggressively. (How well does the theory explain results? Or results explain the theory?) Lack of Theories in Research of Cyberbullying to Explain the Phenomenon Hoffman Miller (1998, p.83) maintain that, a bigger percentage of the independent experimental studies that authors have done to investigate cyberbullying, none has sufficiently capitalized on current advances in the research of traditional bullying. Li (2007, p.4) adds that, more importantly, very little is known regarding the temperament of cyberbullying since there is no theory that theorizes its structure and thus, researchers have not developed psychometrically logical evaluation tools for measuring the construct of cyberbullying. In other words, Solberg Olweus (2003, p.242) argue that, there has been a limited use of theories by researchers to explain the phenomenon of cyberbullying. The studies that have used theories to explain cyberbullying have only touched on traditional bullying theories without even validating their application to cyberbullying. Theory of Mimetic Scapegoating Theory and Cyberbullying According to Norman Connolly (2011, p.287), Rene Girard bases his Mimetic Theory on the belief that, humans are mimetic beings. This implies that, people imitate what they see in other people. Increased imitation leads to increased likeness among individuals, and thus they compete for similar desires and end up becoming rivals. The boundaries amid individuals that maintain order start to crumble. Increased rivalry results in increased violence, while the distorted boundaries threaten destabilizing social order. The traditional man viewed a scapegoat as the only solution to the threat. Thus, by blaming a person or a group of persons for all the distress and hatred, people direct the violence of community towards the scapegoat. This theory applies to cyberbullying where an individual or a group of individual engages in cyberbullying activities out of peer pressure or imitation of what other people are doing. Scapegoating comes in where a group of people team up and direct their aggres sion towards their victims through incitation. Scapegoating is more common in social areas like in schools (Wilcox, 2009, p.9). Pros and Cons of Using Theories for Cyberbullying According to Marsh, Craven, Hinkley (2003, p.193), the use of theories to explain cyberbullying has several pros. To start with, it helps readers have a better understanding of the origin of certain behaviors in the community from a theoretical perspective. For instance, the use of mimetic theory shows how violence among individuals in the society comes about, and explains what inspires a person or a group of people to engage in cyberbullying. In addition, the use of theories provides a strong foundation on which to base future research on cyberbullying. This leads to the expansion of knowledge about the field since researchers are able to carry out experiments to validate such theories, and also either expound on the existing theories or develop new theories depending on the findings of their experiments (Schafer Graham, 2002, p.147). On the other hand, Griezel et al. (2008, p.2) argue that, the most significant issue that affects the cyberbullying field is that, regardless of man y competing models and theories trying to explain bullying actions, there is a scarcity of authenticated theory and experimental research to summarize cyberbullying experience. Debates and Arguments amongst Authors Piquero Sealock (2000, p.451) bases the general strain theory on the suggestion that, strain emerges from negative relationships. In addition, strain has a significant and generally positive relation with drug use and delinquency. Paternoster Mazerolle (1994, p.236) support this claim through their National Youth Survey, which showed that, delinquency weakens bonds with conventional institutions, while strengthening ties with deviant people. Mazerolle et al. (2000, p.89) oppose the claim by maintaining that, only a number of strains measures have a significant association with anger, and noxious experiences on neighborhood conditions.

The Story of Hala Sultan Tekke :: Cyprus

The Story of Hala Sultan Tekke As the last breath escaped her body and her lifeless gaze fell upon a bright sky, the battle for Cyprus raged on. The donkey, which, up until a moment ago, had been her seat of honor, snuffed at her rumpled hair and then lunged away from her body as the jarring sounds of approaching soldiers drew near. Umm Haram was dead. Umm Haram’s story began in 649 A.D., during the Arab raids for the Mediterranean Sea region in an effort to expand the Muslim empire. Arab Governor of Syria, Moawiya, launched a naval expedition against the Christian Byzantine people living in Cyprus. Under orders from Governor Moawiya and his military officers, Umm Haram was to accompany her husband on this military expedition. After the success of the campaign, they planned to settle and live in Cyprus to expand the Arabian empire. Cypriot legend holds that Umm Haram was an aunt or close friend of the prophet Mohammad. She had followed Mohammed in his Hegira (withdrawal) from Mecca to Medina in September of 622 A.D. Once during a short visit to Umm Haram’s home, Mohammed shared with her a vision from God that the Muslim believers would conquer the Mediterranean Sea region to spread their faith. He also promised her she would be among the first who would fight to conquer the islands. When the time came to join her husband onboard a battle ship bound for Cyprus, Umm Haram remembered the vision the prophet Mohammad had disclosed to her. She was eager to take part in this conquering expedition of Cyprus and to be included as part of a formidable navy. Under Moawaiya’s command, the Arab naval force attacked Cyprus with a massive fleet of 1700 ships. The Arab navy with its powerful ships successfully defeated the forces in Cyprus. Victorious, Umm Haram, with the other conquerors, came ashore and prepared a glorious celebration that included a victory parade, marching into the heart of Cyprus. Because of her assistance in the capture of Cyprus and her relationship to the prophet Mohammad, Umm Haram was given a position of honor and rode a donkey in the parade, while others walked. Unfortunately, as the victory parade progressed inland, the Arab forces were attacked by the Genoese, another marauding group of the Mediterranean region. As the Genoese proceeded with their attack, Umm Haram fell from the donkey she was riding. From the fall she sustained a broken neck and died on the spot from her injures. The Story of Hala Sultan Tekke :: Cyprus The Story of Hala Sultan Tekke As the last breath escaped her body and her lifeless gaze fell upon a bright sky, the battle for Cyprus raged on. The donkey, which, up until a moment ago, had been her seat of honor, snuffed at her rumpled hair and then lunged away from her body as the jarring sounds of approaching soldiers drew near. Umm Haram was dead. Umm Haram’s story began in 649 A.D., during the Arab raids for the Mediterranean Sea region in an effort to expand the Muslim empire. Arab Governor of Syria, Moawiya, launched a naval expedition against the Christian Byzantine people living in Cyprus. Under orders from Governor Moawiya and his military officers, Umm Haram was to accompany her husband on this military expedition. After the success of the campaign, they planned to settle and live in Cyprus to expand the Arabian empire. Cypriot legend holds that Umm Haram was an aunt or close friend of the prophet Mohammad. She had followed Mohammed in his Hegira (withdrawal) from Mecca to Medina in September of 622 A.D. Once during a short visit to Umm Haram’s home, Mohammed shared with her a vision from God that the Muslim believers would conquer the Mediterranean Sea region to spread their faith. He also promised her she would be among the first who would fight to conquer the islands. When the time came to join her husband onboard a battle ship bound for Cyprus, Umm Haram remembered the vision the prophet Mohammad had disclosed to her. She was eager to take part in this conquering expedition of Cyprus and to be included as part of a formidable navy. Under Moawaiya’s command, the Arab naval force attacked Cyprus with a massive fleet of 1700 ships. The Arab navy with its powerful ships successfully defeated the forces in Cyprus. Victorious, Umm Haram, with the other conquerors, came ashore and prepared a glorious celebration that included a victory parade, marching into the heart of Cyprus. Because of her assistance in the capture of Cyprus and her relationship to the prophet Mohammad, Umm Haram was given a position of honor and rode a donkey in the parade, while others walked. Unfortunately, as the victory parade progressed inland, the Arab forces were attacked by the Genoese, another marauding group of the Mediterranean region. As the Genoese proceeded with their attack, Umm Haram fell from the donkey she was riding. From the fall she sustained a broken neck and died on the spot from her injures.

A treatise On Ulcers

Peptic ulcers (gastric and duodenal) are defects in the gastrointestinal mucosa that extend through the muscularis mucosa. Ulcer results when the balance between the aggressive forces (Helicobacter pylori, acid, pepsin, bile, drugs) and the mucosa defense: (microcirculation, Prostaglandins, apical cell restitution, hydrophobicity, HCO3, genetic) is disrupted. In the USA, the lifetime prevalence is 10% and for men it is 12% and 9% for women.The one point prevalence for new PUD is 2% and duodenal ulcer occurs five times more than gastric ulcer. To differentiate gastric from duodenal ulcer, gastric ulcer is uncommon before 40 years, the pain is often increased by eating food and relieved by fasting. The acid secretion is normal, there is possibility of weight loss and hematemesis i.e. blood in the vomitus may occur.In the case of duodenal ulcer, most occur between 25 and 75 years of age and pain is usually temporarily relieved by food intake and antacids, the pain is often nocturnal and there is acid hyper secretion, there is no associated weight loss and blood may be present in the stool.Other factors implicated as theory of the aetiologic of ulcer include smoking, Calcium, Alcohol, Caffeine, Red pepper. The genetic theory implicates familial cluster ring. Other possible etiologies are Blood group O, AB (H) antigen, pepsinogen, HLA B5, Rheumatoid arthritis,COPD, Liver cirrhosis, CRF, renal transplantation, Herpes simplex, CMV, Hyperparathyroidism, Mastocytosis.Sex hormones and psychological factors may also play some minor role.Clinical presentation of PUD may be 1) asymptomatic or 2) Symptoms may vary.   A high index of suspicion is therefore needed .It is more likely if: there is   Ã‚   Pain,  Ã‚  Ã‚   Anemia, heavy smoking,  Ã‚   Use of NSAIDs (non steroidal anti-inflammatory drugs.The cardinal symptoms are nocturnal pain, as well as epigastric pain relieved by food and vomiting. And the signs include -The pointing sign in 70% -commonest, epigastric te nderness or discomfort only. Signs of outlet obstruction can also be elicited and also signs of other complications.Treatment includes the use of Proton pump inhibitors include lansoprazole and omeprazole. They are remarkably safe drugs which have so far been used only to treat ulcers and other conditions where there is excess gastric acidityIn conclusion, one should therefore visit his or her doctor ones there is abdominal pain and the person has recurrent and refractory symptoms, the patient is more than 40 years old or has a family history of ulcer or the risk factors mentioned above are present in alarming proportions.ReferencesElsevier (2009, April 24). Commonly Used Ulcer Drugs May Offer Treatment Potential In Alzheimer's Disease. ScienceDaily. Retrieved May 1, 2009, from http://www.sciencedaily.com ­ /releases/2009/04/090422103556.htUppsala University (2008, May 9). Nitrates In Vegetables Protect Against Gastric Ulcers, Study Shows. ScienceDaily. Retrieved May 1, 2009, from http://www.sciencedaily.com ­ /releases/2008/05/080507105601.ht

The Difference Between Perpetrate and Perpetuate

The Difference Between Perpetrate and Perpetuate If you are having trouble understand the differences between perpetrate and perpetuate, youre not the only one. These verbs are commonly confused. The  verb perpetrate means to commit, carry out, or bring about. The verb perpetuate means to prolong the existence of or to cause to last indefinitely. Examples of the Two Words The link between  perpetuate  and  perpetual  suggests the long-term association of the first word. Similarly, the connection between  perpetrate  and  perpetrator  helps to clarify the meaning of that verb.(Philip Gooden,  Whos Whose: A No-Nonsense Guide to Easily Confused Words. Bloomsbury, 2004)This whole baby thing baffles me. I mean you have it, you raise it, you inevitably screw it up, it resents you, feels guilty for resenting you and then it has a baby, which only perpetuates the vicious cycle.(Demi Moore as Samantha Albertson in Now and Then, 1995)The blogger attempted to  perpetrate  a fraud on his readers.Every business that leaves the city helps to  perpetuate  a cycle of rising unemployment, diminishing city services, and increased crime. Test Your Knowledge (a) My office computer was used to _____ a crime.(b) The children decided to _____ the memory of their father by publishing his biography. Answers to Practice Exercises (a) My office computer was used to  perpetrate  a crime.(b) The children decided to  perpetuate  the memory of their father by publishing his biography.

Education in Dead Poets Society essays

Education in Dead Poets Society essays Dead Poets Society is a film set in 1959 at Welton Academy, a private all boys prep school in the United Sates of America. It is a moving story that explores one of the most confronting issues faced by young adults in everyday life, conformity, and how a group of young boys, with the encouragement from their teacher Mr. Keating, learn to Seize the day! and become free thinkers. Todays society is definitely one of conformity, especially among those from younger generations. Look around any playground in America, or Australia, and it is instantly recognizable what the current trends are. If someone is not conforming to the trends chances are that they are rebelling because that also is seen as cool by their peers. The need for free and independent thinking in the 21st Century is not necessary. Dead Poets Society challenges this conformity within society and looks at the role of education in forming and shaping individuals for the future. Bill Beattie once said The aim of education should be to teach us rather how to think, than what to think. Welton Academy, like society, tries to teach its students what to think rather than giving them the freedom to learn how to think, in the words of Mr. Nolan, Tradition, John. Discipline. Prepare them for college, and the rest will take care of itself. Traditionally education was a foundation that could not be broken or altered. Students were force fed information, the greatness of a poem was measured on a scale with perfection plotted on the horizontal and importance plotted on the vertical, the overall area of the poem representing its greatness. Education today is more in line with Mr. Keatings views on education, I always thought the idea of education was to learn to think for yourself. Students today are not asked to rate a poem on a graph, instead they are asked how the poem appeals to them, what are their own though...

Great Little Box Company Case Study Essay Essays

Great Little Box Company Case Study Essay Essays Great Little Box Company Case Study Essay Essay Great Little Box Company Case Study Essay Essay Problem Statement Idea Points – The company’s original informal. simple construction has moved on to an organic construction has now outgrown itself. How does GLBC implement a structural resurgence and still retain and absorb clients in a market that is no longer enduring an economic down bend. How can this new construction be used against the competition in a planetary market – How make we act upon and depute assorted degrees of Authority and Legitimate power to employees to farther organisational efficiency– How do we implement different constructs of power type to our current and future organisational design?– With the acquisition of new companies. interorganizational struggle will originate. Structural and personal factors lead to conflict in organisations. What cardinal factors can we work on to rise Emotional Intelligence? : Symptoms – We can see that the company started as a little construction. The power was in the custodies of Robert Meggie † taking orders to doing gross revenues calls to running one of the machines and transporting out the accomplished orders. †Ã¢â‚¬â€œ Expert Power has been implemented through the hiring of a late laid off sales representative from one of its largest companies ( provide transporting foremost ) . The member of the organisation â€Å"Upped our concern 80 per centum overnight†Ã¢â‚¬â€œ and highlighted the importance of a strong gross revenues force – Finally Meggie required the accomplishments and expertness of another individual ( for gross revenues and selling ) Meggie was so responsible merely for disposal and production ( we can see a alteration into a somewhat more divisional construction. based on the services ) –* Administration* Production*Marketing*Sales – The Six types of OD constructions can fall under two comprehensive classs ( Mechanistic and Organic ) we can place GLBC as being closer to the organic side. ( No 1 company can be strictly be from one side or the other ) – We can see that size is increasing for the company ( Absorption of Parrot Label ( label capablenesss ) . Vanisle Packaging ( P supplier on Vancouver Island ) . and Action Box Company ( Lead supplier of protective packaging in BC ) . This besides forwards the Formalization and Specialization of the company. This in turns decentralizes decision-making. – The past economic downswing had the little. nimble company cut into an border in the market. However. the now turning enlargement has the demand for strategic leader ship that can ease entree to the company’s capablenesss and cognition. – We do non hold any type of standardisation information nowadays for this company. We have nil that points to designation of a standardisation of company direction. ( Rules. Policies. Documentation ) – As the company is go oning to turn. centralisation is besides turning. This is demonstrated by the monthly meetings that Meggie administers. The information shared is a vehicle of authorization for the people below him at the assorted locations. – Meggie besides meets with everyone twice a twelvemonth in groups. to supply â€Å"a province of the nation† ( Centralized Authority Structure )– It is possible to presume that as the complexness of the construction increases. so does the political component of the strategic determination processes- As the company grows Meggie may be faces with a job where he may hold to equilibrate efficiency orientation and the quality orientation of the organisation. Problem Analysis – Information Technology and communicating systems can take to interworking with the company. These companies are less hierarchal and more engaged into external networking.– This will discourage a hold in decision-making. and increase the quality of the determinations being made. The right information is run intoing with the right people. And no 1 is being overloaded with informations. – Organizing programs can be non as effectual in a changing construction. if the it is designed ill– GLBC at times may see impotence can due to bing staff being grouped with freshly acquired companies. and experience struggle. ( Changing OD Structure )– We must portion power between people to project authorization to the people? – Information Power is the entree and control to information that can be used by directors to set up power. We should utilize current engineerings to portion the proper information to the right people – A high degree of Vertical Differentiation must be in topographic point for the organisation to see turning in size ( planetary market ) .– Horizontal Differentiation must be at a degree where the demands of the clients are met by the specific Organizational Units ( domestic and foreign operations ) . Conflict can originate from the improper grouping of procedures. Mention to page 253 ( Technology ) – Formalization. specialisation. standardisation. and centralisation.– Must let the proper authorization to do cardinal determinations. but allow the parent house to let the ends of the organisation to be in cheque at the same clip. Page 253 ( Size ) – Structural Factors can take up to a cause of struggle in an organisation. We can place this through the specialisation of companies that have been absorbed by GLBC.– In a large box company. Mutuality will go prevailing. All the groups rely on each other to make the finished merchandise. It one subdivision where to neglect. it will be easy for one of the groups to fault another group. ( Negative Consequences ) – Functional Conflict – Can be used to advance new solutions to jobs and advance creativeness. Recommended Solutions – We want to take up to a semi – independent system. Where organisations can self-manage and controls themselves. o The negative effect in taking this path is the possibility if a subdivision of the company to lose path of the focal point of the company. o A subdivision might be given so much freedom that they can take to a immense economic loss in non in cheque O Can be positive due to authorization based determinations to be transferred wholly to another independent unit. therefore holding velocity and being unhampered by political relations. o Delegation of undertakings ( Semi-Autonomous ) will ever reply to the organisation but still be allowed to make its ain thing – Authority. Legitimate Power – Can be deployed to specific people with the usage of information engineering ( For an illustration. Microsoft Domain Networks with separate Organizational Units ) the proper people with have the proper cognition. ( The higher ups can be exposed to more but non really work with it. people lower in the hierarchy can see less but more action orientated with it. ( Goal puting mechanism ) ) o Very similar to authorization. Based on common understanding of the construction and the mark. We must do it seeable to all workers. who is where and what they can make. o The negative side is that. people can take to disregard people they do non esteem. And subsequently be swayed by referent power ( They persons personal appeals ) o It’s important to place the group’s chief beginning of important inspirations and deploy person who can run into the power demands. o A applied scientist is more likely to Expert Power and Reward Power more than the other power types. We can state this by their personality type ENTJ INTP ( Intuitive types ) . Possibly even if we have a batch of EN** we can happen a magnetic individual that can a batch of adept power J – If we can non demo a proper power construction to a altering organisation. we may happen people try to fall back to political power to derive power. For an illustration. character blackwashs. Peoples may get down to take front-runners or set down people that will non assist them accomplish their power ends. -People may seek to derive people under a personal docket book -Make themselves look socially better-Influence people without utilizing power ethically – To discourage this. once more legitimate power can be instilled– Vertical Differentiation– We have to hold solid direction with Authority. Progression up the company is clear and hierarchal. Communication flows vertically up and down– Disadvantages We have single containers for each subdivision of a geographical country that is in charge of it owns gross revenues. BUT Production is to stay consistent across all locations to hold the trade name merchandise remain the same. The several selling is left up to the location is therefore does non hold to reply to the higher ups CEO in the company. This will forestall information overloading with the OD. The ( Project Manager ) will hold the ability to work in two difference countries. As a regular undertakings director in the Marketing Dept and as a functional Production director. The right people to finish the undertakings will be pulled from the locations therefore taking to a administrations familiarity through the location. Besides this provides for a demand for accomplishment and association. Peoples will non experience like they are stuck in a certain country. In add-on. the ability to flex places would be present. Once they task is completed staff can be returned or combined with several constructions making a intercrossed entity.

Analyze the main theories in Origin of Species by Charles Darwin and Essay

Analyze the main theories in Origin of Species by Charles Darwin and then present arguments by his detractors and supporters for these theories - Essay Example Immediately and after the theory was proposed, there were many supporters and many detractors who questioned the validity of the theory and its applicability in the word. The book was controversial and it still remain controversial apparently due to the contradiction that it made to the religious belief of the people at that time and the fact that the contribution that it continued to express between the scientific and religious world. There were also many scientists who supported and many who refuted the theory as not applicable and a mere protrusion of Darwin’s mind. Since then there have been an evolution of the theory but some of the principles of the postulation of the theory are still acceptable to the world of science. But the subject of creation and evolution still attracts ranging controversy in the world. (Jenkins, 2002) The theory can be summarized into some key postulations which showed how species survived in their natural environment. The theory of survival for the fittest and eliminating by natural means showed that the current species that we have been a product of the genetic material that makes up the species and the natural environment under which they live. The theory postulated that species are likely to survive in the environment when there are favorable conditions that can allow for the evolution to take place. As such species changes as the environment changes and therefore it is the way a species adapts to the environment that determines how the species will survive in the environment. In the course of his adoption, they undergoes different structural changes which are all meant to give them adaptive feature that the will help them to survive in the environment. (Ronald, 1994) Therefore we can say that it is the nature which selects the right individuals who will survives in the environment. The theory was hence called natural selection theory

Heroes Essay Example | Topics and Well Written Essays - 1000 words

Heroes - Essay Example iety. There is a difference between the heroes of different people which come from different fields, for example, a soldier has a war hero who has been martyred in a war (Warner 2004). Many young boys and girls have heroes which only act as heroes such as our celebrities and music stars. There is a large influence of media hero. Now a day most young choose movie stars and music stars as their heroes but only few have heroes which have inspirational carriers such as Lincoln or Martin Luther (LaBarge 2010). Our heroes represent us. Sometimes, people are so much devoted to their heroes that they can die for them too. Many sports events end in cries of the people who focus their attention not at the game but at their hero and when their hero fails, they try to beat the other player or just cry a lot. People do not think that their hero is also a human and someone can defeat him too. In 2005 Andre Agassi lost to Roger Federer, which made the Agassi’s fans cry a lot. ... To become a hero in the eyes of people is not a difficult task. All one has to do is to identify his potential and struggle accordingly. Heroic qualities are present in every ambitious person and people can show their capabilities by devoting themselves to some area of interest that keeps the capability of making them a hero in people’s view. According to Raj Arunugam (2007), â€Å"the individual should recognize the full potential in themselves and instead of being in awe of their heroes, or being jealous of their superiors, should treat their heroes as mentors and seek their help in achieving their full potential†. This can be done by recognizing the heroic acts of our hero or the positives of hero and apply them in our life. The acts like hard work and truth can lead us in achieving the goal of our lives. Heroes are important as they help people in recognizing truth or lie, right and wrong and other ethical disciplines. Many people have heroes which are related to sp orts and whish have such carriers which can inspire a person. The heroic image in sports is not only created by great sports but also with courageous, brave and just attitude. Today most psychologists have the opinion that the heroes not only influence newspapers and magazines but they also influence the minds of the people by relating with them. The heroes perform a psychological function by uniting people to come up as a nation. Even some heroes have not got the victory are praised for their heroism by showing the heroic traits like great courage, grace and endurance. A person has still a lesson to learn from the hero (Warner 2004). Many football events ends in the victory of one and defeat of other but people realize that the losing team has worked hard and their

Mechanical vibrations Essay Example | Topics and Well Written Essays - 3000 words

Mechanical vibrations - Essay Example Electromechanical devices also create mechanical vibrations. Fig 1 shows different types of vibration that are common sources of vibrations. The for examples of the daily life vibrations. Elementary Parts of Vibrating system The vibration of the body corresponds to the release and storing of the energy. The body stores the potential energy. There should be a mean to store the kinetic energy. In spring mechanism, spring stores the potential energy and mass is the medium that converts the potential energy is the spring to kinetic energy. In the similar case of pendulum, the length of the string determines the capacity of the system to store the potential energy and the mass acts to convert the potential energy into kinetic energy (Den Hartog, 1956). The major part of any vibrating body is the damping in the vibration that gradually tends to loss the energy of the vibrating body. In some cases where vibrations are undesired damping constants are high by absorbing the vibrations or by cr eating negative oscillations. The major types of forces that are acting on a vibrating system are disturbing forces, restoring forces, inertia force, damping force. Disturbing forces are forces which act to energize the system to make vibration in the system. Inertia force is the force that makes the vibrating body to remain in motion. Damping force is the force that tends to stop the motion of the body by damping the energy of the vibrating system (Den Hartog, 1956). Fig 2 depicts the mass attached to the spring showing the vibratory motion. F depicts the force, m is the mass, L is the length of the spring. Degree of freedom refers to the coordinates available for the motion of the vibrating body. The coordinates to evaluate the instantaneous position of the system at its each part is a degree of freedom of that system. A finite degree of freedom corresponds to a discrete or lumped parameter system; while an infinite degree of freedom corresponds to a continuous or distributed syst em. Classify various types of vibration in mechanical systems. Types of Vibration in Mechanical System In any mechanical system, the vibrations are typified according to their classification. The classifications of different vibration are as follows. Classification of Vibration: Vibrations in a system or within a system can be classified as †¢ Free and forced †¢ Damped and undamped †¢ Linear and nonlinear †¢ Deterministic and Random Free vibration Consider a vibrating system that is only once disturbed by exerting an external force and then the system vibrates with any further external force or disturbance. The vibration of such system is free vibration. If the mass attached to the spring is once stretched and then the eternal force is removed, the spring mechanism shows vibration on its own, this type vibration is called free vibration. Forced Vibration: Forced vibrations refer to the type of vibrations that are due to the constant disturbance or repeating exter nal force. Car engines, generators, and other constantly moving mechanical devices produce forced vibrations (Seto, 1964). Damped Vibration Damped vibrations are due to the damping factor that makes the system to gradually loss the energy and slow down the vibration of the system. Consider the mass attached to the spring, if it is once stretched and then the external force is removed; the vibration of the mass attached to the spring will gradually slow down due to the presence of damping force (Francis, Morse &

Non-Governmental Organization Essay Example | Topics and Well Written Essays - 2250 words

Non-Governmental Organization - Essay Example In spite of that, an NGO is never constituted as a political party, a criminal group, a government body, or a violent guerilla agency. (Willetts, 2002); (Baehr; Gordenker, 1986) In 1910, around 132 international NGOs formed a coalition under the name, the Union of International Associations. At that time, the NGOs had a variety of names for themselves including international institutes, international unions, and international organizations. Although the initial scheme of the UN charter did not consider any plan to combine forces with private organizations, a grand meeting at the San Francisco conference changed this fact. Thence came into being the United Nations, in 1945. The participation of NGOs in UN greatly increased its role in the social and economic issues around the world, and it also raised the status of the Economic and Social Council to a principal organ. So, in order to differentiate the two types of organizations involved in the UN, specialized agencies was the term set for organizations formed by intergovernmental agreements, while non-governmental organizations was set for private agencies. Both these terms were entered into the official UN vocabulary, but NGO gained a much larger popularity, especially since the 1970's, and so entered into general use. (Willetts, 2002) Growth The number of NGOs increased exponentially after the Second World War, at the national and local level. On the international level, NGOs came into being supporting global issues like human rights, rights of women, and maintenance of the environment. Along with these issues, international NGOs also gained importance in the matter of global politics associated with the UN and its subsidiary organizations. (Karns, 2008); (Ahmed; Potter, 2006) Some of the factors that have contributed to the growth of NGOs worldwide are given below (Karns, 2008); (Baylis; Smith, 2001): Globalization. A rise in popularity of global issues like human rights, environmental protection, etc. An increase in international conferences held under the sponsorship of the United Nations. The boom in technology, which lead to smooth communications between individuals or organizations through facsimile (fax), Internet, and e-mail.An increase in the popularity of democracy, which gave rise to the civil society and provided the opportunity to every person to constitute and manage organizations more freely. General Role NGOs take part in a variety of activities. They provide significant information and consultancies to both governmental and international organizations, for instance agencies affiliated with the UN, regarding current global issues. The data supplied to these organizations is often not available to the local government. (Karns, 2008) NGOs may decide to have a particular policy to tread on, like banning of landmines, acted upon by the International Campaign to Ban

The Value and Importance of Training Research Paper

The Value and Importance of Training - Research Paper Example In the year 1980, the company had abandoned a joint service with British Airways, in which BW was supposed to fly a concord to Ireland and Shannon with packages of FedEx onboard, subsequent to which FedEx would fly the packages to the different points of delivery in Europe. FedEx Corp later on acquired Kinko's Inc. to expand its retail access to the public in general. Being a technologically driven organization, its competitive strength lies in the technical aspect, as well as skills and expertise that it nurtures. The project seeks to bring forth the different training approaches that can be implemented in the organization for sustaining its competitive strengths and position in the market. Along with this, it provides a description of the best ways of applying the training strategies in the organization (FedEx Corp, 2012, p.7-8). ... Some of the critical trends noted in the recent training programs in organizations are the adoption of a performance consulting strategy; constant monitoring and evaluation of results to monitor performance; and a just-in-time approach in training. The current trend in such activities is identified as being in alignment and associated with the long-term strategic objectives of the organizations. They are focused on the strategic and competitive strengths of the organization and are aimed at accomplishing long-term goals and objectives (Laird, Naquin, & Holton, 2003, p.77). The present training and developmental programs in FedEx must first address the gap or discrepancy between the firm’s current level of performance and that which is desired. This includes making analysis of the basic level of performance of employees according to their detailed job description and key result areas (KRAs). Since FedEx is largely a technologically driven organization, it must update itself on the current trends in technology and services. Training must necessarily concentrate on the technical competencies and skills of employees and delivered as per their performance levels. This also includes taking into account the forecasted technical skill requirements in the organization. Another current trend in training programs noted in organizations is that they are largely concentrated on the behavioral aspects in addition to skills building. This is also geared towards adding value to the competitiveness of the organization at large. Behavioral modifications are desired in FedEx to bring about greater tenacity and motivation level at the workplace, stress and time management, team building,

What is the Electoral College Essay Example | Topics and Well Written Essays - 500 words

What is the Electoral College - Essay Example This paper illustrates that the Electoral College attempts to propose and elect districts’ representatives, states’ governors and the President and vice president of the United States of America. The Electoral College comprises of 538 electors selected from all over the states of the US. The number of electors in each state always coincides with the number of the district representatives and the two senators usually representing a state. The Electoral College was established with the sole aim of neutralizing the conflicts of interest among various states fighting to forward their particular candidate for the presidential position. The Electoral College was also established to facilitate the election of preferred candidates at each state level in order to avert .cases of corruption, bribery, and foreign influence. The Electoral College was also set to address issues of imbalance between the legislative and executive federal branches of federal governments by prohibiting Congress and employees of the federal government from voting. Furthermore, the Electoral College was designated to prevent citizens from electing sons of their regions by commissioning voting for two presidential candidates one of whom is from another state. It is worth acknowledging the significant roles played by the Electoral Colleges in the election ‘system of the US since its formation. One of the significant roles played by the Electoral College involves a contribution to the reconciliation and cohesiveness the by advocating and backing for a popularly elected candidate.

Non-Governmental Organization Essay Example | Topics and Well Written Essays - 2250 words

Non-Governmental Organization - Essay Example In spite of that, an NGO is never constituted as a political party, a criminal group, a government body, or a violent guerilla agency. (Willetts, 2002); (Baehr; Gordenker, 1986) In 1910, around 132 international NGOs formed a coalition under the name, the Union of International Associations. At that time, the NGOs had a variety of names for themselves including international institutes, international unions, and international organizations. Although the initial scheme of the UN charter did not consider any plan to combine forces with private organizations, a grand meeting at the San Francisco conference changed this fact. Thence came into being the United Nations, in 1945. The participation of NGOs in UN greatly increased its role in the social and economic issues around the world, and it also raised the status of the Economic and Social Council to a principal organ. So, in order to differentiate the two types of organizations involved in the UN, specialized agencies was the term set for organizations formed by intergovernmental agreements, while non-governmental organizations was set for private agencies. Both these terms were entered into the official UN vocabulary, but NGO gained a much larger popularity, especially since the 1970's, and so entered into general use. (Willetts, 2002) Growth The number of NGOs increased exponentially after the Second World War, at the national and local level. On the international level, NGOs came into being supporting global issues like human rights, rights of women, and maintenance of the environment. Along with these issues, international NGOs also gained importance in the matter of global politics associated with the UN and its subsidiary organizations. (Karns, 2008); (Ahmed; Potter, 2006) Some of the factors that have contributed to the growth of NGOs worldwide are given below (Karns, 2008); (Baylis; Smith, 2001): Globalization. A rise in popularity of global issues like human rights, environmental protection, etc. An increase in international conferences held under the sponsorship of the United Nations. The boom in technology, which lead to smooth communications between individuals or organizations through facsimile (fax), Internet, and e-mail.An increase in the popularity of democracy, which gave rise to the civil society and provided the opportunity to every person to constitute and manage organizations more freely. General Role NGOs take part in a variety of activities. They provide significant information and consultancies to both governmental and international organizations, for instance agencies affiliated with the UN, regarding current global issues. The data supplied to these organizations is often not available to the local government. (Karns, 2008) NGOs may decide to have a particular policy to tread on, like banning of landmines, acted upon by the International Campaign to Ban

What is the Electoral College Essay Example | Topics and Well Written Essays - 500 words

What is the Electoral College - Essay Example This paper illustrates that the Electoral College attempts to propose and elect districts’ representatives, states’ governors and the President and vice president of the United States of America. The Electoral College comprises of 538 electors selected from all over the states of the US. The number of electors in each state always coincides with the number of the district representatives and the two senators usually representing a state. The Electoral College was established with the sole aim of neutralizing the conflicts of interest among various states fighting to forward their particular candidate for the presidential position. The Electoral College was also established to facilitate the election of preferred candidates at each state level in order to avert .cases of corruption, bribery, and foreign influence. The Electoral College was also set to address issues of imbalance between the legislative and executive federal branches of federal governments by prohibiting Congress and employees of the federal government from voting. Furthermore, the Electoral College was designated to prevent citizens from electing sons of their regions by commissioning voting for two presidential candidates one of whom is from another state. It is worth acknowledging the significant roles played by the Electoral Colleges in the election ‘system of the US since its formation. One of the significant roles played by the Electoral College involves a contribution to the reconciliation and cohesiveness the by advocating and backing for a popularly elected candidate.

Greek Mythology and Medea Essay Example for Free

Greek Mythology and Medea Essay Medea is a Greek tragedy which was written in 431 BC by the Greek philosopher Euripides. The story of Medea is one filled with anger, jealousy, and death. The main character, Medea, has to overcome the personal heartache of seeing her husband, Jason, marry another woman. The ensuing struggle she has with this notion is the focus of this play. In a very important scene, Medea hatches her plan to murder the princess, who is Jasons new bride, as well as Jason himself. She says that first, she will pretend to beg for Jasons forgiveness, and then she will have him bring the children back to the palace. At the palace, the children will present gifts to the princess from Medea. The gifts of a veil and bridal robe were covered with a poison that is designed to melt the skin from her body, as well as anyone who touched her. When the children give the gifts to the princess, she cannot resist putting them on immediately. After she put them on, the gifts begin to work as Medea had hoped. The skin begins to melt from her body and her hair begins to fall out. She also bursts into flames. Upon seeing this, a servant goes to fetch the king and Jason, and when he saw his daughter, King Creon collapses helplessly on the body, and as a result died from the same poisons. Jason returns to the place where Medea is staying and insists to see his children. But he is too late, as Medea has killed them as well. Her reasoning was that she hates Jason more than she loves her children. The sheer cruelty of this scene illustrates Euripides point that a clever woman with enough time to hatch a plan is a very dangerous woman indeed. It also proves that hell hat no fury like a woman scorned. Euripides was aiming to show, in my opinion, that when a woman is wronged in a manner such as this one, the man who has scorned her had better think twice about turning his back on the woman, especially if she is a clever one, as was Medea.

Strategies For Teaching Listening Skills In Classroom

Strategies For Teaching Listening Skills In Classroom Because of requiring quality for teaching students, especially teaching listening skills in the classroom, assorted schools, colleges, and universities have tried to look for good strategies (Teaching listening skills), for this area is the most complicated to teach students, and then this issue has developed into a good subject for teachers and those institutions to be concerned about. On the other hand, these concerns are dealt with many books and journal articles with new strategies for teaching listening skills in the classroom these days. In online publication date: 29 July 2010 article written by Dorothy R. and Sid T. states Most teachers are aware that students listening skills are not what they once were. Our classrooms are filled with students who either do not listen or listen with their ears but not with their brains. (Dorothy R. Sid T. (2010, july 29). 56, 310-311). Instead, many more authors or writers in numerous books and journal articles can respond to this issue with out any hesitation. In order to answer this issue, authors and other teachers assert that copious strategies in abundant books and articles are much better than only one.Penny contends that in principle, the objective of listening comprehension in the classroom is that students should learn to function successfully in real-life listening is(Penny 1996, p 105).Moreover, a statement states that there is no one way of doing a listening skills lesson- it depends on such factors as the aim, the text type, the level of the students, etc.(Roger, Diane, Steve 1983, p89). Hence, studies of the strategies for teaching listening skills in the classroom according to various references- both books and journal articles- embrace a variety of techniques and strategies. I, however, now extract one of those to outline this. Depending on the journal article written by Dorothy R. and Sid T., it reveals that there are several ways of teaching listening skills in the classroom effectively (Dorothy R. Sid T. (2010, july 29). 56, 310-311). First, Call attention to careful listening will heighten childrens awareness of the importance of the skill. An oral check of student responses will call immediate attention to errors and eliminate paper checking for the teachers. Second, Taped selections can be played to students, followed by questions about their content. Questions that encourage beneficial listening skills include those that ask about cause and effect, sequence, main ideas, terminology, drawing conclusion, and the names of the main characters. In addition, Mrs. King a third-grade teacher in the Huntsville, Texas public school system starts the school year by telling the students that her very quiet voice is her teaching voice. She does not yell, and she insists on politeness speaking only with permission and not talking when others are speaking. As a result of this and other techniques, the noise level in her classroom is always low. Finally, exercises in careful listening habits are being learned by our television- oriented young people (Dorothy R. King (2010, july 29). 56, 310-311). These diverse approaches have been applied to peruse good strategies for teaching listening skills in the classroom, and how much the students understand those. This proof is shown that most of the students in listening class demand many strategies for improving their listening skills. Only studies, nevertheless, of Dorothy R. Sid T. are not sufficient for teaching listening skills in the classroom, for one skill requires a variety of strategies or techniques in order that instructors are convenient to impart knowledge to students effectively. Therefore, Roger, Diane, and Steve state that there is no one way of doing a listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc.( Roger, Diane, and Steve 1983). Besides, the shortage of searching more information related to the strategies for teaching listening skills in the classroom is deplorable because it is advantageous to our skills (Teaching as career). Not only do you believe in one authors documents, but you also try to search the work of arts of others in order to have new ideas or techniques to teach the students both effectively and successfully. In conclusion, this study attempted to donate the knowledge base related to teaching listening skills by probing as many strategies for teaching listening skills in the classroom as possible to make sure that students are contented to accept those effectively. In order to apprehend this research clearly, you are asked a few questions as follows: 1. What are the strategies for teaching listening skills in the classroom? 2. With what benefits do they provide you? 3. How do these strategies respond to the students in the classroom and the real world? Annotated Bibliography 1. Æ’ËÅ" King, D. R Womack, S. T. (2010, july 29). Strategies for Teaching Listening Skills. The Clearing House: A Journal Of Education Strategies, Issues and Ideas, 56, 310- 311. Dorothy R and Sid T., in this journal article, show off teachers difficulty in teaching students listening skills because theirs are not what they once were, and the classrooms are filled with the students who do not pay attention to teachers explanation (Teaching listening skills). When listening, they use only their ears but not the brains. Therefore, the purpose of this article is focused on several strategies which can help teachers teach listening skills in the classroom successfully. Even though this article is not the most perfect one, it can provide good methods for dealing with this issue and my research, especially the strategies for teaching listening skills in the classroom, and then this tool is used to conduct the next one in general classes. Finally it is also able to help me to apply all the strategies in my study in order to improve the skills as teacher of English in the future. 2.Æ’ËÅ" Scrivener, J. (1994). Tearning Teaching. Great Britain: Macmillan Jim, in this book, offers several procedures and strategies that can help students improve their listening skills, such as task-based listening, the task feedback circle, how we listen, and listening ideas, which are effective to upgrade students listening skills in the classroom; also, it is really significant to the study because this research (Teaching listening skills in the classroom) is applied to the real world. This book also provides a great deal of information related to teaching listening skills for research, particularly the key points. Moreover these strategies can help many researchers and learners create more methods to conduct next research effectively. Last of all, they do assist me to use the key concepts of these strategies in my study successfully, and I also have a good opportunity to upgrade my knowledge teaching as career. 3.Æ’ËÅ" Ellis, R. (2003). Task-based Language Learning and Teaching. China: Oxford University Press. In this book (tasks, listening comprehension SLA), Rod shows that this chapter based on listening tasks has contributed to theory (as it concerns both listening and language acquisition), research methodology, and language pedagogy. These three key terms are really crucial to the research related to teaching listening skills; for example, Academic listening task research has shown that when learners lack relevant schemata their ability to take notes and comprehend a lecture suffers. Thus Rod offers a promising tool for investigating the micro processes involved in comprehending and language acquisition. These strategies are very much valuable for the study since it not only focuses on the classroom teaching but also concentrates on learners in general, and this task too is very useful to my study because it is the guideline to achieve either the next new research or the teaching listening skills in the classroom. 4. Æ’ËÅ" Ur, P. (1996). A Course in Language Teaching. Great Britain: Cambridge University Press Penny, in this book (Chapter 8: Teaching listening, Unit one), teaches about Real-life listening in the classroom. In the unit, he indicates three main steps to teach listening skills, such as Guidelines, Practical classroom application, and Implementing the guidelines: some specific practical implications. These key points are very essential, for they can make teaching listening in the classroom effective and beneficial. Furthermore it is able to provide a lot of information and new strategies to my study, which relates to the teaching listening research. Therefore this research can be applied not only in my classroom but also in the real world. 5. Æ’ËÅ" Pearse, E. Davies, P. (2000). Success in English Teaching. New York, Hong Kong: Oxford University Press. In this book, Paul and Eric provide the strategies for teaching listening skills; that is, the strategies generally recommended are: pre-listening, while-listening, and post-listening, which are absolutely useful to draw students attention on teaching listening class effectively. In addition this book classifies listening text in terms of learner control and some more activities that can help both teachers and learners achieve the objectives during their processes. All the strategies can be applied to all teaching listening classrooms not only one class as they are absolutely practical to all learners, in particular they are very crucial to my research study, for my topic is related to this area, and it can assist me to apply the strategies in the real classroom teaching. 6. Æ’ËÅ" Gower, R., Phillips, D., Walters, S. (1983). Teaching Practice Handbook. China: Macmillian,Heinemann. Roger, Diane, and Steve, in this book, raise good strategies related to the skills how to improve students listening skills, which help the students find it easier to embrace this area. In addition they say that there is no one way of doing listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc. and they also give the example involving in guidelines on one way of conducting a listening skills lesson which is divided into three sections before listening, first listening, and second listening; i.e. all these are included with its feedback too. These strategies are applied to implement classroom teaching, in particular these key points used to do the survey on students understanding of listening skills effectively. They will also help me to conduct the authentic research on my field- teaching as career successfully. 7. Æ’ËÅ" Hedge, T. (2000). Teaching and Learning in the Language Classroom. China: Oxford University Press. In this book, Tricia tells a lot about the strategies related to teaching listening skills in the classroom. First he talks about the role of listening in the ELT curriculum, such as pre-listening task and listening note taking, which can be assumed that listening ability will develop automatically through exposure to the language and through practice of grammar, vocabulary, and pronunciation. Next he shows what we know about listening process bottom-up processes and top-down processes in listening, which can be applied with real knowledge of learners. Furthermore he also indicates the purpose of listening; i.e. it refers to conversation of a personal kind in which the listening is reciprocal or participatory and so on, especially designing listening activities for the classroom, which is really vital to the academic course because I need this for my teaching listening classroom. All these key strategies will make my research study more and more advanced as teacher of English. 8. Æ’ËÅ" Peterson, P. W. Teaching English as a Second or Foreign Language. (M. C. Murcia, Ed.) the USA. Pat W., in this book, indicates a few prompts related to the strategies for listening skills. First he shows the types of strategies specific to listening comprehension, such as categories of metacognitive, cognitive, and socioaffective strategies, which are very important to the study because each has a various function in teaching listening methods. Next, he spots a development view of listening skills. In this section he focuses on profile of the beginning, intermediate, and advanced-level student in listening good strategies which can be segregated for teaching in each class. Moreover he sets the goals for them Bottom-up and Top-down processing, Goals and exercise types, and beginning, Intermediate, advanced-level learners which can make teachers easy to teach them successfully. All these strategies are valuable to the study, for they are classified differently. I hope that these will not only help me teach my students in the class but also be helpful to my MA research program . 9. Æ’ËÅ" Hadfiekd, Jill Charles. (2008). introduction to teaching English. Portugal: Oxford University Press. In this book, Jill and Charles show the explanation to the stages of a listening lesson set up as follows: First he talks about before a listening Lead-in method engages learners interest, introduce the topic and context, activate learners background knowledge, help the learners to predict what the speakers might say, and introduce some key words and expression; also, Language focus introduces some key vocabulary, and other words. Second it is about during a listening lesson; that is, Tasks show that you should aim to repeat the listening several times with a series of listening tasks. Finally it is about after a listening lesson; i.e. Language focus concentrates on some of the language in the text, such as new vocabulary, and Transfer uses the listening and the language work as the basis for work in a different skill. These strategies are really practical to the study. Even though they are not the perfect ones, they show off good advantages to teachers in order to implement these t echniques in the classroom successfully. Also they will be useful to me because I become a teacher of English and I have to use these as my teaching tools. 10. Æ’ËÅ" Fernandez-Toro, M. (2005). The role of paired Listening in L2 listening instruction. Language Learning Journal, 31, 3-8. Maria, in this journal article, mentions much of the difficulty related to the fact that listening processes cannot be easily observed and shown because they all take place inside t he listeners mind. She, however, indicates that paired listening offers a number of potential benefits, both as a diagnostic tool and as a valid learning exercise in itself. Moreover, this research is also profitable for the study, for the writer shows not only the problem to the skills but also the good methods applied to deal with its issues. Thus, this article is really useful to my research because I can use these strategies to operationalize all good points in my own study.

Male Superiority within Domestic Life :: essays research papers

Male Superiority within Domestic Life   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the book To the Lighthouse by Virginia Woolf, there are many burdens upon relationships in the storyline. One such burden is that of male superiority; through the belief of male superiority relationships are stressed because males constantly need to prove that they are better then females. This stress causes problems within marriages and affects the domestic life of husbands and wives. The unspoken problem between the sexes causes tension and affects thoughts shown within internal monologues more then it directly affects events.   Ã‚  Ã‚  Ã‚  Ã‚  Men in this novel need sympathy from the women in order to prove their superiority because by getting sympathy from a woman the man is acting superior over the woman. Mr. Ramsey proves this fact when he works to receive Lily’s sympathy. This is shown when Lily thinks, â€Å"You shan’t touch your canvas, he seemed to say, bearing down on her, until you’ve given me what I want from you† (150); about Mr. Ramsey as he approaches her while she is painting. In this scene what Mr. Ramsey wants from Lily is sympathy and he acts as if he is in control over Lily and therefore can force her to give him sympathy. Eventually, Lily gives Mr. Ramsay the sympathy he wants which is shown when she thinks to herself, â€Å"Why, at this completely inappropriate moment, when he was stooping over her shoe, should she be so tormented with sympathy for him that, as she stooped too, the blood rushed to her face and thinking of her callousness (she had called h im a play-actor) she felt her eyes swell and tingle with tears?† (154) and thus feels sympathy for Mr. Ramsay even when she decidedly did not want to. Not only does Lily feel sympathy for Mr. Ramsay but she also feels bad about thinking negatively about him. Lily’s feeling of guilt shows Mr. Ramsay being superior to her that is in turn an example of male supremacy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  During the dinner table discussion, Mr. Tansley shows male supremacy when he thinks, â€Å"he was not going to talk the kind of rot these people wanted him to talk. He was not going to be condescended by these silly women† (85). Mr. Tansley’s thoughts in this quotation show that he is putting himself above women by staying independent of their conversation therefore showing that they have no power over him. Mr. Tansley continues to exhibit male supremacy when his need to assert himself arises.

Employment Benefits in the Fast Food Industry Essay example -- Essays o

Employment Benefits in the Fast Food Industry The fast food industry has been expanding rapidly over the past years. It has become a part of our culture. In the book Labour Relations in the Global Fast-Food Industry, Robin Leidner quotes from Eric Schlosser who wrote the popular Fast Food Nation , â€Å"According to one estimate, there are approximately 2.5 million fast-food workers in the United States, making them the country’s largest group of low-paid workers (Leidner 11). Those 2.5 million fast-food workers are now working at Subway, McDonald’s, Burger King, Taco Bell, Wendy’s, Pizza Hut, KFC, etc. The American fast food industry was built on the promise of low prices and fast services. Therefore, the corporations have to keep the labor and other operating costs down. Employees who work in fast food restaurants receive low wages and minimal benefits. In the past, many fast food workers tried to unionize themselves for guaranteed wages and benefits; yet, they have failed as many times as they ha ve tried. I argue that fast food employees should get basic benefits such as health insurance, personal days and sick days, and perhaps a 401K plan because these hard workers are worth the benefits they should receive based on their commitments and contributions to the company. I feel it is unfair for them to receive low wages and no to minimum benefits while the company earns great profits. Some argue that the burger flippers and cashiers at fast food chains do not deserve high wages and full benefits because most of them are unskilled and uneducated. Some of these workers are grateful to the franchises for giving them opportunities for jobs based on their lack of skills and education. Most of these employees are teenage... ..., they should be qualified for greater benefits. From the commitments that employees put into their jobs, the company should appreciate their efforts by offering something more in return to the hard workers. Although the business goal is to make more profits, and fast food restaurants such as McDonald’s achieve this goal by reducing employment wages and benefits, the fast food corporations should recognize the effects of negative publicity. McDonald’s seem to have more negative publicity compared to Starbucks because Starbucks offers more benefits to their employees but less dangerous and easier jobs. Although they are both growing rapidly, Starbucks may be extending longer than McDonald’s based on their quality products and employee’s loyalty. The fast food industry should work harder to compete and maintain good workers as the labor market is getting tighter.

Saladin and Jerusalem

Saladin and the Capture of Jerusalem Saladin stands out in Western accounts of the Middle Ages because his beliefs and actions reflected supposedly Christian characteristics: honesty, piety, magnanimity, and chivalry. Unlike many Muslim rulers, he was not cruel to his subordinates; Saladin believed deeply in the Koranic standard that all men are equal before the law. He set a high moral tone; for example, he distributed war proceeds carefully to help maintain discipline in the ranks. As an administrator, Saladin showed great vision. He altered the tax structure in Egypt and elsewhere to conform to Koranic instructions, and he supported higher education. It was his vision—together with luck and military skill—that enabled him to begin a quest for Muslim unification that would bear fruit many years later. Saladin was born in 1138 in Tikrit, Mesopotamia (now modern-day Iraq). His formal name was Salah al-Din Yusuf ibn Ayyub. Salah al-Din was an honorary title that translates as â€Å"Righteousness of Faith. † His father, Ayyub, and his uncle, Shirkuh, were both generals in the army of Zengi, the Muslim leader who captured the County of Edessa from the crusaders in 1144. When Zengi died in 1146, Saladin moved with his father and uncle to Damascus in Syria, the main city of Zengi’s empire. Zengi’s son, Nur-ad-din, had taken over Damascus after his father’s death, and Saladin began work for Nur-ad-din, following in the footsteps of his father and uncle. The Muslim world was rent by religious differences. The Seljuk caliphate, ruled by Nur al-Din, was of the more liberal Sunni sect and had its seat of power in Baghdad. The Fatimid caliphate of Egypt, which had embraced the more orthodox Shict, was a volatile agglomeration with weak rulers. Like a splinter between them was the Latin Kingdom, a Christian stronghold along the eastern Mediterranean coast, ruled by a Frank, Amalric I. Nur al-Din believed that if Amalric were able to join forces with the Byzantine emperor to conquer Egypt, the whole Islamic world would be threatened. The stakes were great: Rich trade routes to the Orient, religious and educational centers, and plentiful agricultural lands could be lost. Saladin, as one of Nur al-Din’s primary advisers, helped plan three Syrian invasions of Egypt between 1164 and 1169 to conquer the Fatimid caliphate. During part of this period, Amalric had a treaty to defend Cairo against Syrian invaders. Saladin’s first command came at Alexandria, where he was in charge of one thousand men under difficult conditions. After a short time back in Damascus, Saladin returned on Nur al-Din’s orders to Egypt after the Fatimid alliance with Amalric broke down. Saladin had solemn uncertainties about returning to Egypt, in part because he distrusted the motives of his powerful uncle Shirkuh, who was leading the return. The political situation there was dangerous and unstable. When Shirkuh suddenly died, however, Saladin was well placed to assume Shirkuh’s place as vizier of Egypt commanding Nur al-Din’s forces there; in this case, he was the compromise candidate among many factions. At the age of 30, Saladin drew strength from Koranic exhortations to fulfill God’s purpose. Saladin, like Nur al-Din, was pious. He kept little money, acting instead as caretaker for the whole Muslim community; the proper function of wealth, he believed, was to further the aims of Islam. Both men saw stable leadership in Egypt as a key to preserving Muslim unity. Still, Nur al-Din was suspicious when Saladin insisted on independence to do this—including lessened payments of tribute. Not only did Saladin have military bases on the Egyptian front, but he also had to fight political battles at his rear. Saladin consolidated power in Egypt by getting rid of Fatimid commanders and substituting loyalists; uprisings continued in the provinces for some years, but finally Fatimid rule was abolished. Now Saladin built up the military and raided nearby areas. His strength was growing just when Ayyub, Nur al-Din, and Amalric died in quick succession. Both Nur al-Din’s and Amalric’s successors were young boys; thus, both kingdoms were weakened. Saladin quickly moved to consolidate the empire under his own rule, citing the need for a unified Islam. He struck quickly at the Frankish Kingdom, taking a string of small towns, but the important town of Aleppo did not fall and remained a refuge for al-Salih. Mosul, too, was a holdout, but with other victories Saladin became Sultan of Syria, succeeding Nur al-Din. The Damascus-Cairo axis was all-important to Saladin as he set out on a jihad to drive the Franks from the region. After 1176, he undertook major public works, religious, and educational projects in Egypt, but at the same time he needed military action to convince his critics that the jihad was not a fraud merely intended to further his personal power. After a serious reverse at the strategic outpost of Ascalon, he quickly returned to the attack. Angered by the Franks’ breaking of a truce, Saladin was successful against them in southern Lebanon, and he consolidated troops from Syria and Egypt in order to destroy the fort at Jacob’s Mill. In capturing Frankish defenses, Saladin often destroyed them so they could not be recaptured. He hoped to win strategic territory in Mesopotamia as a base from which to move against Christian-held Jerusalem, his ultimate target. Saladin was keen to get the war with the Christians underway, but there was one main stumbling block. In 1183, Saladin had signed a treaty with the leader of the Christians, Guy of Lusignan. Saladin being an honorable man, felt bound by the truce, disregarding his desire to start the war. Fortunately for him, and unfortunate for the crusaders, the truce was broken in 1187 by a crusader called Reynald of Chatillon. Reynald attacked a group of Muslims and held them as prisoners of war. Despite being angry at this break in the truce, Saladin felt that he should negotiate with Reynald and keep his side of the truce, instead of attacking the crusader. Foolishly, Reynald refused to meet with Saladin and furthermore refused to release the prisoners after receiving orders from his leader Guy Lusignan. Saladin now had a reason he needed to go to war. On July 1, 1187, Saladin marched his troops to a mountain, the Horn of Hattin. The weather at the current time was extremely hot, and the crusader army that had been sent to defend Jerusalem was hot, exhausted, and dehydrated. Recognizing the crusaders’ distress, Saladin devised a plan to make the crusaders situation worse. He set fire to some nearby dry brush, whose smoke quickly mad it’s was into the crusader camp. On July 4, Saladin attacked and the crusaders were quickly defeated. Christian Jerusalem had suffered an enormous loss at the Battle of Hattin. The army had almost been destroyed and the city’s leader, Guy of Lusignan, was a prisoner of Saladin. Unfortunately, the city’s troubles did not end there. There were shortages of food in the city, since the Battle of Hattin occurred during the harvest. With the area in the enemy’s hands, all crops were lost. All of the refugees who flocked to the city to seek shelter from Saladin’s army made the shortage of food worse. Jerusalem was able to house thirty thousand people, but after the Battle of Hattin, the population doubled to sixty thousand. Most of these people were women and children who had no intentions of fighting against the invading Muslim army. By September 20, 1187, Jerusalem was under siege. Saladin first chose the western side of the city for his beginning attack. The western wall of Jerusalem was heavily fortified by the crusaders, who had built the strong citadel there around the Tower of David. Most of the crusader soldiers that were left in Jerusalem went to this tower to defend the city. While the fighting continued, Saladin looked for a superior position from which to attack the crusaders. He eventually settled outside the northeastern section of the city, between St. Mary’s Postern and Jehoshaphat Gate. Saladin used large wooden catapults to bombard the walls and towers of Jerusalem, weakening the city’s defenses and driving the crusaders away from their positions. Saladin then sent 10,000 archers to shoot at the wall’s defenders, followed by 10,000 horsemen armed with lances and bows in the north to prevent a crusader counterattack. The crusaders tried in vain to drive away the invading army, but once the wall had collapsed the end was in sight. Realizing their cause was hopeless, the city eventually surrendered on October 2, 1187. The Kingdom of Jerusalem was at an end. Two knights and ten soldiers were placed in every street in Jerusalem to keep order during the takeover. When Saladin’s victorious army had secured the city, they understood what the first act was to be completed. The most sacred Islamic monument in Jerusalem was a massive building called Quabbat as-Sakhrah, or Dome of the Rock. As soon as the Muslims entered Jerusalem, they climbed up to the top of the dome and removed the cross, immediately showing that it was the Muslims who were now in charge, not the Christians. Saladin’s troops were tired now and not easily disciplined; the European forces were regrouping for a Third Crusade, led by the dashing Richard I (the Lionhearted) of England. Muslim-held Acre, after a long siege, was finally given up in 1191. Yet the cost was high for the Crusaders, and Richard did not want to be gone too long from England. The final confrontation between Saladin and Richard came in July 1192. After a day of prayer, Saladin and his troops were ready to face the Crusaders as they poised for an attack on Jerusalem. Suddenly, the Crusaders withdrew. Saladin attributed the retreat to divine intervention, but military historians say that Richard had decided to attack Egypt instead. Such an attack, however, was not undertaken. The Third Crusade was over. Saladin retired to Damascus to spend time with his wives and children. In the winter of 1193, he rode out in bad weather to meet a group of pilgrims returning from Mecca. He became ill and died a short while later at age fifty-five, penniless by choice. Saladin’s title, al-Malik al-Nasir, or â€Å"Strong to Save the Faith,† was appropriate in his lifetime. Within a hundred years of his death, however, the many tensions beneath the Muslims’ surface unity split apart what Saladin had accomplished. Today, Saladin is remembered a great war leader who conquered an empire and drove invaders out of his homeland. He is honored as a Muslim hero, a fighter of his faith, who led jihad to recapture the city of Jerusalem and restore Muslim worship there. He is admired for his skills at organizing a vast army, planning battles and ambushes, and inspiring loyalty among his men. He is respected for his love of learning, generous gifts to charity, and personal devotion to religious beliefs. Works Cited Ehrenkreuz, Andrew S. Saladin. Albany: State University of New York, 1972. Print. Geyer, Flora. World History Biographies: Saladin The Warrior Who Defended His People (NG World History Biographies). New York: National Geographic Children's Books, 2006. Print. Gibb, H. A. The Life of Saladin. London: Oxford UP, 1973. Print. Hancock, Lee. Saladin and the Kingdom of Jerusalem The Muslims Recapture the Holy Land in Ad 1187 (The Library of the Middle Ages). New York: Rosen Group, 2003. Print. Hindley, Geoffrey. Saladin. New York: Barnes & Noble Books, 1976. Print. Hodgson, Marshall G. The Venture of Islam. Vol. 2. Chicago: University of Chicago, 1975. Print. The Expansion of Islam in the Middle Period. Lane-Poole, Stanley. Saladin and the Fall of the Kingdom of Jerusalem. New York: G. P. Putnam's Sons, 1898. Print. Newby, P. H. Saladin in His Time. London: Faber and Faber, 1983. Print.