Grendel and Beowulf Heroism - 1584 Words

Intentions and Heroism A building is ablaze and a crowd of people stare helplessly from the streets, listening to screams coming from within. A single person runs in to rescues whomever he or she can find. Whether or not that person emerges with a child in their arms, empty handed, or not at all, does nothing to alter our societys perception of their heroism. Todays society would classify such an action as heroic, regardless of outcome, for one reason: intentions. During Anglo-Saxton times the interpretation of such an act, based on the tale Beowulf, would not be so understanding of what was intended, but rather of the outcome. If one perished and failed in an attempt of such a heroic act words like weakness might arise. It is here†¦show more content†¦People see him as a hero before he ever does anything heroic. Beowulf in Grendel is no hero regardless of the outcome of his actions, for they stand with all the wrong intentions behind them. Unferth is not a person of respect in Beowulf, even his name means discord or nonsense. His position within the mead hall is at the kings feet, which is one of jest. (17 Rebsamen) His part in Beowulf isnt enough for us to get a deep understand into the man or his intentions, but he does seem to redeem himself when he presents Beowulf with his sword before he goes into battle with Grendels mother. This can be interpreted in several ways, perhaps Unferth attempting to make amends with Beowulf because of his respected position. Another interpretation could be that Unferth is rising above the petty argument for the greater good, redeeming himself to no one but himself. Gardner places a different spin on Unferth. For one he is a much more important character and appears much more often than in Beowulf, in fact Unferth and Beowulfs importance and appearance seems to flip from Beowulf to Grendel respectively. Secondly Unferth is all about intentions in Grendel. I had a chance. I knew I had no more than that. Its all a hero asks for. (89) You will not see in quote in Beowulf said by anyone like those words spoken by Unferth in Grendel. Unferth is outright sayingShow MoreRelatedIntroduction Of Existentialism In Beowulf1648 Words   |  7 PagesJohn Gardner’s Grendel, each characters egotistical proclamation of heroism structures his self-gratifying path through existence. Beowulf overexerts against allies and enemies alike to establish his superiority and status. Grendel senses strangers as the Geats walk towards the Danish coastguard. After his introduction, Beowulf remarks, â€Å"‘Be so kind as to give us some advice, old man. We’ve come on a fairly important errand.’ The hint of irony in the smile grew darker†(154). Beowulf belittles theRead MoreAn Analysis of Beowulf1608 Words   |  6 PagesThe Old English epic Beowulf is built around the archetype of the journeying hero. Beowulf exemplifies a classical hero, one who is not immune from hubris, but who channels his strong will into judicious endeavors. Thus, Beowulf dies with the honor and glory befitting a king. His story is one of distinct binaries between good and evil. On the side opposite to Beowulfs goodness is the gruesome Grendel. Grendel is a monster, and the original epic poem does nothing to introduce moral ambiguity thatRead MoreThe Epic Of Beowulf By Wil liam Shakespeare935 Words   |  4 PagesWhat comes in your mind when you hear the word Heroism. Does a knight in shining armor pops up in your mind or maybe a firefighter who s willing to put down his life for the good of others , well Beowulf was both. In the novel Beowulf , to me, the main theme of the entire story is heroism. Beowulf is your knight in shining armor or your fire fighter who goes into a living hell to save a kitten. Heroism is scattered all over this epic poem. Sure paganism and christianity are in it as well as goodRead MoreTheme Of Heroism In Beowulf1139 Words   |  5 Pagesâ€Å"Beowulf† is the oldest surviving poem in Old English Literature. It is an epic poem, which is a narrative poem typically revolving around heroism. The poem emphasizes repetitively on how Beowulf is a hero. He saves countless people from countless monsters, three of which are the main antagonists in the poem – a demon, the demon’s mother, and a dragon. But is sav ing innocent lives the only factor to justify and determine a person’s heroism? Throughout the story of Beowulf, the author makes appealsRead More Beowulf: A Hero Essay782 Words   |  4 PagesBeowulf: A Hero Beowulf is a hero during the Middle Ages because of his generosity, strength, power, and courage. A hero is one who places himself or herself at great risk while performing acts of courage. Beowulf is a hero that put his life on the line for an entire kingdom. He has heroic and superhuman qualities. He must prove his worthiness of a superior warrior. He is recognized for his strengths and power of protecting his people. Beowulf is faced with three forces to fight, Grendel (a monster)Read MoreTheme Of Heroism In Beowulf1544 Words   |  7 PagesBeowulf demonstrates the qualities and traits of being an ideal hero. In the poem it explores Beowulf ‘s heroism in two distinct stages which are youth and age. Beowulf has three separate and very difficult conflicts that involve Grendel, Grendel’s mother and the dragon. When you are viewing these major encounters with the three different people Beowulf demonstrates the importance of heroic code. There is a much clearer division between Beowulf’s adolescent heroism as a warrior as well as in onesRead MoreTheme Of Supernatural In Beowulf1142 Words   |  5 Pagesidea of the supernatural is very prevalent in Beowulf; describe three instances where supernatural beings or ideas come into play and what they add to the plot. In the story of Beowulf there are three different references to supernatural beings. Grendel along with his mother portrays evilness and the other is a fire breathing dragon. In the beginning of the story the narrator describes Grendel to be feared among the town and very strong. As said in Beowulf â€Å"He was spawned in that slime, Conceived byRead MoreComparing Beowulf And The Anglo Saxon Epic Poem Beowulf972 Words   |  4 Pagesare necessary? In the Anglo-Saxon epic poem Beowulf, vengeance plays a central role in the actions of the characters. Beowulf is set in a Scandinavian society that places a heavy emphasis on righting wrongs and avenging others. A warrior who comes in aid of his fallen kinsmen is often regarded as a hero, and it is clear from the poem that combating those who have wronged you is a favorable action. Does this make vengeance a necessary element of heroism in the poem? This question cannot be answeredRead MoreBeowulf as Christian Propaganda1318 Words   |  6 PagesThe literary work of Beowulf is believed, by many, to contain numerous attributes of Christian propaganda. Throughout the story of Beowulf, there are several circumstances and coincidences that distinctly relate to the Christian belief system. One can only imagine that these ideas of Christian propaganda; which include the use of Christian themes and beliefs in works of literary art, were strategically placed throughout the story of Beowulf to help the conversion from the old world pagan religiousRead MoreBeowulf Is a Hero Essay877 Words   |  4 PagesBeowulf Essay Every epic hero possesses certain heroic characteristics. The epic poem Beowulf describes the most heroic man of the Anglo-Saxon times. Beowulf is the hero. He shows that he is a great man by always putting other things before his own needs. He is important and needed by his people and is known by many as a strong, courageous and a helpful person. He shows all of the qualities and traits that a true hero possesses. Beowulf, like other epic heroes, possesses the following heroic qualities:

The Chronic Neurological Disease Alzheimer s Disease

The Chronic Neurological Disease: Alzheimer’s Hollie Haywood South Piedmont Community College Abstract Alzheimer’s disease has been around since 1901; a German psychiatrist Alois Alzheimer was the first man to identify and follow a case that is now known as Alzheimer’s disease. Alzheimer’s disease is involved in synaptic deterioration and neuronal cell death, and causes degeneration in the hippocampus and amyloid deposition in blood vessels, ultimately cell death is the cause of the disease. There are various ways that someone can acquire the Alzheimer’s, a few include; family history, obesity, and Down syndrome. Some symptoms of the disease are, memory loss, difficulty completing familiar daily tasks, confusion with†¦show more content†¦In 1901, the German psychiatrist Alois Alzheimer studied a 51-year-old woman who experienced short-term memory, as well as a few other behavioral symptoms, until she died in April 1906 (Anderson). Within the past 15 to 20 years there have been dramatic discoveries made to help us understand the pathophysiology and neurogenetics of Alzheimer’s Disease, there are four different genes have been ultimately connected with this terrible disease as well as a few others that may be related (Anderson). According to Gould, in Alzheimer’s disease there is a constant a developing loss of intellectual function that will ultimately interfere with ones work, personal relationships, and their hygiene. With Alzheimer’s disease the brain becomes smaller and has narrower gyri and wider sulci, mainly in the frontal and temporal lobes (Gould, 2011, p. 522). Alzheimer’s disease affects three processes that keep neurons healthy: communication, metabolism, and repair. There are specific nerve cells in the brain which stop working and drop their connections with other nerve cells, and then they completely die (Anderson). The death or deterioration of the nerve cells is what impairs the memory in those who suffer with Alzheimer’s disease. The plaques, which disrupt the neura l conduction, contain fragments from beta-amyloid precursor protein; the role of

Universal Soldier Free Essays

As a college student in the early 1960s Buffy Sainte-Marie became known as a writer of protest songs and love songs. But unknown to most of the mainstream public, she was even then spending as much time around the drum at a small Indian reserve in Canada as she was in front of a microphone on the concert stages of the world. Having written â€Å"Universal Soldier†, one of the anthems of the 60s peace movement, she was nonetheless absent from the big mass protest marches, in favor of shedding her light on Indian rights and environmental issues, which she still does today. We will write a custom essay sample on Universal Soldier or any similar topic only for you Order Now Analysis of the song Universal Soldier Five foot two and six foot four were the height parameters for soldiers in 1961. Fighting with missiles and with spears symbolize the future and the past, soldiers are soldiers: only the equipment is different. The ages 17 to 31 were age parameters to be a soldier during the 1960s and soldiers have been around for centuries. Soldiers are also religious people and not confined to just one religion and though religion forbids it, he chooses to be a killer. No matter what side he’s on, it’s still absurd. Soldiers are not just from some far away enemy country but from â€Å"our† country too thinking that fighting will end all fighting. Soldiers are on all sides using violence as an act of peace having a responsibility overlooked for humanity. Soldiers learn nothing from history so do not see obvious outcomes of repeating it. We can’t blame just the leaders and each individual has a choice. We are all responsible – civilians, voters and soldiers. How to cite Universal Soldier, Papers

Money Can Buy Happiness free essay sample

It is a classical debate, sparked by the left-wing communists and religious leaders who suggest that a person can live a full life without the pursuit of money, and instead one must look to a more spiritual existence above the material desires. It is perhaps conceivable in a century gone by where people grew all their food and believed in witches, that a human could forge a fulfilling existence without the need of money to satisfy our desires. However in today’s society money can not only buy happiness, but is a major factor for happiness. Findings by the Institute of Economic Affairs show that happiness levels correlate with the amount of wealth a person accumulates. And, in contrast to popular belief, it does not level off when the assets reach a certain threshold. Money enables us to buy goods and services that we want. When we satisfy these wants we feel fulfilled, happy and pleased because we as humans love getting what we want. Money can give us experiences and opportunities that we would otherwise never be able to have. It can open doors to elite schooling, worldwide trips and making a difference in the world via charity. Money allows us to live a carefree, happy life because we don’t have financial strain. Money makes the world go round because it buys happiness, that’s why we spend hours a day slaving away to earn it. It is the key that unlocks the door to happiness. Humans have material needs and money provides the ability to satisfy these tangible needs and wants. Satisfying the want for a new dress or the need for medicine brings on the psychological state of happiness because we have satisfied those desires. The dress you bought from that exclusive store helps you to be confident and happy and the medicine helps cure a loved one. Have you ever felt left out because you see something you want, but can’t afford it? Perhaps all of your friends have the latest iPhone and you’re stuck with your parents old embarrassing Nokia brick from 2001 because you can’t afford an iPhone. Money can buy that iPhone and can help you feel included consequently bringing on joy and happiness. Ever gone without the basic necessities, electricity, clothing or water? Money buys them too. It helps improve your standard of living. From luxury items to everyday basics money permits us to experience happiness through consumerism and the act of satisfying our needs and wants. It is the experiences and opportunities that come with money that make you happy. Money pays for the trip that lets you experience a new culture, a new cuisine or helps establish lifelong friendships. It is sometimes the memories in life that you find more happiness in than material goods. The happy memories that money buys. Perhaps you find happiness in charity work. Why devote a few hours of your time when you can enrich someone with the power of money? They then have the opportunity to rebuild their lives from the money you give them and increase their living standards and happiness. Making a donation to charity not only helps others, it can make the giver mentally tougher, physically stronger and more popular, researchers from Harvard University have found out. Elite schooling and university offer endless opportunities for an individual to become an educated, well rounded and valued member of the community. It opens doors to exclusive jobs and bigger bank accounts. Success brings satisfaction and contributes to your overall happiness as life’s doors are always open to you. You are not closed off from potential opportunities that may arise. As we all know elite schooling and university doesn’t come for free, money pays for the education and opportunities that come with it. Without travel, charity and education life would be boring, bland and unfulfilling, money gives us those experiences and prospects that we all look forward to. Money offers a carefree lifestyle. With big banks accounts you don’t have to worry about paying rent, mortgages, school fees, health care and life’s other expenses. For someone who does not have a moderate amount of money these are stressful issues they have to deal every time they go to their letterbox. Stress can affect both your body and your mind, people can become exhausted, sick and unable to focus. It is the complete reverse of happiness. For someone who is better off financially bills occupy much less of their time and thus stress is eliminated from their lives. Home life can be miserable and tense when money is scarce. Couples bicker on average 2,455 times a year and of that number issues of money equate to 315 arguments. Money buys security and an un-troubled existence, money relieves financial stress and thus helps increase happiness. If someone was to offer you a million dollars, no strings attached, would you accept it? Chances are you would, and you would be happy about it because money can buy happiness. In life we have the option to live how we want, no one forces us to live a consumerist lifestyle. We choose to. You know there must be a connection to money and happiness. If there weren’t, no one would work for that lucrative promotion, perhaps no one work at all. Why would we spend all our lives pursuing it? For those living in third world countries that may be happy, it is unfortunately because it’s a case of they can’t miss what they’ve never had. Our society has made money a factor of happiness and I don’t hear anyone complaining. If money can’t buy you happiness then you are not spending it right.

Refferal Case Study for Rheumatoid Arthritis free essay sample

Is an autoimmune disease which can cause chronic inflammation of body`s organs, joints, and the surrounding tissue of the joints. It can be defined as: â€Å"a disease of synovial tissue, i. e. a joint linings, tendons, tendon sheaths and associated structure. So widespread is the inflammatory process that inflammatory nodules may form almost anywhere, the extensor surfaces of the limbs being most common, such as elbow and forearm nodules, but nodules may also form in the lungs and other visceral tissue† (Wright Foundation Exercise referral manual, 2008) The onset of Rheumatoid Arthritis is generally between 45-65 years (Stenstrom Minor, 2003) Specific inclusion criteria –Mild to moderate severity Specific exclusion criteria – Severe severity Depression – â€Å"An illness that involves the body, mood, and thoughts, that affects the way a person eats and sleeps, the way one feels about oneself, and the way one thinks about things. Without treatment, symptoms can last for weeks, months, or years. We will write a custom essay sample on Refferal Case Study for Rheumatoid Arthritis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † (http://www. medterms. com/script/main/art. asp? articlekey=2947) Specific inclusion criteria –Mild to moderate severity Specific exclusion criteria – Severe severity Additional Information As the client is 66 years of age she will be considered as elderly. Elderly – Whilst aging there is a steady functional decline, cardio-vascular, flexibility and strength. Reduction in functionality could be a possible cause of depression due to a reduction of independence and possible social isolation. (Wright Foundation Exercise referral manual, 2008) Medication Drug: Aceclofenac Drug group: Non steroidal anti-inflammatory drugs (NSAID) Reason for Prescription: Rhematoid Arthritis Desired effect: â€Å"It works by blocking the action of a substance in the body called cyclo-oxygenase. Cyclo-oxygenase is involved in the production of various chemicals in the body, some of which are known as prostaglandins. Prostaglandins are produced in response to injury or certain diseases and would otherwise go on to cause pain, swelling and inflammation. Arthritic conditions are one example of this. Aceclofenac is used to relieve pain and inflammation in arthritic condition† (http://www. tiscali. co. uk/lifestyle/healthfitness/health_advice/netdoctor/archive/100004233. tml) Possible side effects: Nausea, Gastro-intestinal discomfort, diarrhoea, hypersensitivity reactions (particularly rashes, angioedema, and bronchospasm headache, dizziness, nervousness, depression, drowsiness, insomnia, vertigo, hearing disturbances such as tinnitus, photosensitivity, and haematuria. Blood disorders have also occurred. Fluid retention may occur (rarely precipitating congestive heart failure); blood pressure may be raised. (http://www. bnf. org. uk/bnf/bnf/current/5183. htm#_5183. 9) Possible effects of drug during exercise: Dizziness during transitions, Bronchospasm during exercise, vertigo can effect balance, photosensitivity may cause skin irritation if outdoors in the sun and hearing disturbances may affect communication. Implications of exercise prescription: Avoid transitions, implement intervals allowing for toilet breaks, if physical activity is outdoor then advise on suitable weather conditions and ensure that instructions are well communicated and understood. Drug: Nortriptyline Group name: Tricyclic antidepressants (TCA) Reason for Prescription: Depression Desired effect: â€Å"When depression occurs, there may be a decreased amount of the chemicals noradrenaline and serotonin released from nerve cells in the brain. When these chemicals are released from nerve cells they act to lighten mood. When they are reabsorbed into the nerve cells, they no longer have an effect on mood. Nortriptyline works by preventing this re-absorption of noradrenaline and serotonin back into the nerve cells. Therefore, it helps prolong the mood-lightening effect of any released noradrenaline and serotonin†. (http://www. tiscali. co. uk/lifestyle/healthfitness/health_advice/netdoctor/archive/100003239. tml) Possible side effects: â€Å"dry mouth, sedation, blurred vision (disturbance of accommodation, increased intra-ocular pressure), constipation, nausea, difficulty with micturition; cardiovascular side-effects (such as ECG changes, arrhythmias, postural hypotension, tachycardia, syncope, particularly with high doses); sweating, tremor, rashes and hypersensitivity reactions (including urticaria, photosensitivity), behavioural disturbances (particularly children), hypomania or mania, confusion or delirium (particularly elderly), headache, interference with sexual function, blood sugar changes; increased appetite and weight gain (occasionally weight loss); endocrine side-effects such as testicular enlargement, gynaecomastia, galactorrhoea; also convulsions (see also Cautions), movement disorders and dyskinesias, dysarthria, paraesthesia, taste disturbances, tinnitus, fever, agranulocytosis, leucopenia, eosinophilia, purpura, thrombocytopenia, hyponatraemia abnormal liver function tests.

T Dinosaur Extinction Event

The K/T Dinosaur Extinction Event About 65 and a half million years ago, at the end of the Cretaceous period, dinosaurs, the largest, most fearsome creatures ever to rule the planet, died off in vast quantities, along with their cousins, the pterosaurs, and marine reptiles. Although this mass extinction didnt happen literally overnight, in evolutionary terms, it may as well have - within a few thousand years of whatever catastrophe caused their demise, the dinosaurs had been wiped off the face of the Earth. The Cretaceous-Tertiary Extinction Event - or K/T Extinction Event, as its known in scientific shorthand - has spawned a variety of less-than-convincing theories. Up until a few decades ago, paleontologists, climatologists, and assorted cranks blamed everything from epidemic disease to lemming-like suicides to intervention by aliens. That all changed, though, when the Cuban-born physicist Luis Alvarez had an inspired hunch. Did a Meteor Impact Cause the Extinction of the Dinosaurs? In 1980, Alvarez - along with his physicist son, Walter- put forth a startling hypothesis about the K/T Extinction Event. Along with other researchers, the Alvarezes had been investigating sediments laid down all over the world around the time of the K/T boundary 65 million years ago (its generally a straightforward matter to match geologic strata - layers of sediment in rock formations, river beds, etc. - with specific epochs in geologic history, especially in areas of the world where these sediments accumulate in roughly linear fashion). These scientists discovered that the sediments laid down at the K/T boundary were unusually rich in the element iridium. In normal conditions, iridium is extremely rare, leading the Alvarezes to conclude that the Earth was struck 65 million years ago by an iridium-rich meteorite or comet. The iridium residue from the impact object, along with millions of tons of debris from the impact crater, would have quickly spread all over the globe; the massive amounts of dust blotted out the sun, and thus killed the vegetation eaten by herbivorous dinosaurs, the disappearance of which caused the starvation of carnivorous dinosaurs. (Presumably, a similar chain of events led to the extinction of ocean-dwelling mosasaurs and giant pterosaurs like Quetzalcoatlus.) Where Is the K/T Impact Crater? Its one thing to propose a massive meteor impact as the cause of the K/T Extinction, but its quite another to adduce the necessary proof for such a bold hypothesis. The next challenge the Alvarezes faced was to identify the responsible astronomical object, as well as its signature impact crater - not as easy a matter as you might think  since the Earths surface is geologically active and tends to erase evidence of even large meteorite impacts over the course of millions of years. Amazingly, a few years after the Alvarezes published their theory, investigators found the buried remains of a huge crater in the region of Chicxulub, on Mexicos Mayan peninsula. Analysis of its sediments demonstrated that this gigantic (over 100 miles in diameter) crater had been created 65 million years ago - and was clearly caused by an astronomical object, either a comet or a meteor, sufficiently large (anywhere from six to nine miles wide) to occasion the extinction of the dinosaurs. In fact, the size of the crater closely matched the rough estimate proposed by the Alvarezes in their original paper! Was the K/T Impact the Only Factor in Dinosaur Extinction? Today, most paleontologists agree that the K/T meteorite (or comet) was the prime cause of the extinction of the dinosaurs - and in 2010, an international panel of experts endorsed this conclusion after re-examining massive amounts of evidence. However, this doesnt mean there couldnt have been aggravating circumstances: for instance, its possible that the impact was roughly concurrent with an extended period of volcanic activity on the Indian subcontinent, which would have further polluted the atmosphere, or that dinosaurs were dwindling in diversity and ripe for extinction (by the end of the Cretaceous period, there was less variety among dinosaurs than at earlier times in the Mesozoic Era). Its also important to remember that the K/T Extinction Event wasnt the only such catastrophe in the history of life on Earth - or even the worst, statistically speaking. For example, the end of the Permian period, 250 million years ago, witnessed the Permian-Triassic Extinction Event, a still-mysterious global catastrophe in which over 70 percent of land-dwelling animals and a whopping 95 percent of marine animals went kaput. Ironically, it was this extinction that cleared the field for the rise of the dinosaurs toward the end of the Triassic period - after which they managed to hold the world stage for a whopping 150 million years, until that unfortunate visit from the Chicxulub comet.

Global Business in Emerging Regions Essay Example | Topics and Well Written Essays - 3500 words - 2

Global Business in Emerging Regions - Essay Example Ltd (OGES) Present market: USA and European market Emerging market: overall Africa and especially Nigeria Cause of moving out: Over saturation in the present market and poor economy Advantage: Business expansion and market diversification Main challenge: Poor infrastructure and political problem Entry strategy: agency formation and hire- purchase strategy News Link: The assignment has taken a clue from news with the headline â€Å"Africa’s Richest Man Bets Big on Oil Refinery† published in Wall Street Journal. (http://online.wsj.com/news/articles/SB10001424052702304607104579210322347689090). The news tells that a Nigerian man Aliko Dangote, the richest man in entire Africa for last two decades is going to step in oil refinery business. The estimated investment is $9 billion for coming two years to construct the largest private refinery in Nigeria. It is expected to produce more oil compared to any African country. PART A Company & Industry Analysis Company overview: In this case it is supposed that the certain organization (OGES) is a manufactures of tool and machineries, which are used in oil refinery business. The organization manufactures valves, liquid level gauges, digital flow meters, intube exchangers, electrically heated exchangers and many more equipments used in refinery facilities. Basically it is an ancillary company of oil and gas exploration and refining sector. Industry/Sector Overview: Many big companies across the globe are present this business. Companies which are making equipments for oil and gas refineries like Armstrong Engineering Associates, Inc. John C. Ernst Co., Inc and Shangqiu Jinyuan Machinery Equipment Co Ltd. are the competitors of the business. The level of competition is fair and health. These peer organizations have an association in the form of chamber of commerce to discuss and address the sector specific problems. The company has operation in the US and European market. Saturation in the Present Market: It is known that the US and European market is highly saturated and overcrowded. Manufactures from other areas like Chinese and Indian companies are giving tough competition in the US and European market. More over the economies of these two areas are not growing. So much so that dome countries are reporting negative figures. The problem has started in 2008 with the initiation of sub prime crisis. It is nearly six years; the problem has not been solved. It is very difficult to run a business in such a country which is not growing. Limited expansion opportunities and limited marketing scopes restrict the business to grow further. But if a business is not growing it is actually lagging behind its competitors because they are growing. So if a particular market or region is not working favorably, it is advisable to focus on other areas. Market diversification and product diversification should be the regular agendas for a successfully running business over a long period of time. Identificatio n of Emerging Market: But it not only diversification it wants to spread its wings in others areas as well. In this contest, Nigeria, a Sub-Saharan-African country is considered as the destination. Because the organization thinks that Africa in general and Nigeria in specific can be viewed as the emerging market. The growth of overall African economy is much better than the US and European economy. It is always advisable to bet on something which is rising or growing rather that which is facing

International marketing Essay Example | Topics and Well Written Essays - 1000 words - 3

International marketing - Essay Example The primary objectives of the organization, as per the website of the organization are to provide support and advice, notify interested businesses of overseas investment opportunities and to provide assistance in exporting goods. These objectives are moved further by the activities of the organization which include trade exhibitions of Australian goods around the world, locating and screening on business partners internationally and by the provision of research data on the viability of other markets. These support services are established through the governmental planning of exports and through the export network which Austrade has in place (Austrade, 2007). The primary purposed of Austrade is to provide information and one of the easiest methods available to a small business while seeking information is to use the internet (Levy and Powell, 1998). Austrade certainly does not disappoint in this case since even a brief overview of their website presents a wealth of information for anyone who seeks to conduct business outside Australia. For example, the website provides detailed information about countries where Austrade operates and it is easy to see that the data about these countries can be very helpful for an exporter looking to sell Australian products abroad. For any exporter who is just coming into the export business, a service such as TradeStart becomes invaluable. This is a network of offices which are spread across the country and assist local businesses with free services under the New Exporter Development Program. Primarily, these services consist of advice and information about the product requirements from different countries and how the product can be sold to another nation. The network also provides on the ground assistance in foreign lands where Australian businesses may not have a level of familiarity or local expertise (Austrade, 2007). As reported by Bartlett &

Discuss the barriers faced by firms wishing to enter an oligopolistic Essay

Discuss the barriers faced by firms wishing to enter an oligopolistic market structure - Essay Example Therefore, sellers in the oligopoly are constantly aware of competitor actions and respond accordingly in order to outperform the small volume of competition existing in the market structure. Oligopolists regularly take into consideration the strategic responses of competition, attempting to model the most likely retaliation of important market participants in order to maintain competitive edge. Even though competition is intense between the market players, there is also considerable influence in the oligopoly to prevent new competitors from entering the market. The most common barriers for new market entry include pricing, product differentiation and consumer switching costs, as well as intellectual property and patent laws. An explanation of barriers Firms operating in an oligopolistic market structure have often achieved economies of scale, which are the specific cost advantages achieved by a firm due to its size and scope of operations in which the cost of outputs continues to de crease whilst fixed costs are able to spread over a higher volume of unit outputs (Gelles and Mitchell 1996). This is achieved through better operational efficiency and productivity that also improves variable costs along the production model. Over time, as the oligopolist achieves profit maximisation, the business is able to low the cost of capital, especially as it pertains to asset procurement, thereby increasing production output whilst experiencing better cost efficiency. Economies of scale that have been achieved through continuous operation and success in sales in a market create barriers to new entrants, especially as it pertains to pricing. Businesses in the oligopoly are able to create predatory pricing structures in an effort to undercut emerging competition attempting to enter the market. Because the business competitor has achieved economies of scale and reduced the costs of capital, they are often equipped with the operational capacity to increase production without ha ving to incur significant costs in this manufacturing effort. One should consider the beer industry, one that is currently dominated by major players such as Anheuser-Busch and MillerCoors which account for approximately 80 percent of the total market share in the international beer industry (New York Times 2009). If either of these oligopolists is aware that a new competitor is attempting to enter the market, thus providing competitive threat, these manufacturers are able to lower the prices of their selected products and sustain these low prices even though it would, in the short-term, reduce their quarterly profit expectations. New entrants, however, would have to invest considerable capital into the systems required to produce the product, distribute the product and market it. Oftentimes, the new competitor must establish brand recognition (a costly marketing objective) that requires, oftentimes, years of dedicated promotion in marketing simply to get consumers interested in the beverage brand. Major players such as Anheuser-Busch can theoretically cut their prices by 50% on products that are homogenous in relation to the production output of the new competitor. Sustaining these prices in an effort to drive out the new competitor is relatively simplistic when economies of scale have been achieved. Why is this so important in determining barriers to new market entry in the oligopolistic market structure? The law of demand indicates that as a price decreases, consumer demand increases when all other factors remain stable (Boyes and Melvin 2007). Therefore, market characteristics

The Strengths And Weaknesses Of Terrorism Politics Essay

The Strengths And Weaknesses Of Terrorism Politics Essay Bacevichs comments regarding the ability of the United States of America to understand the conflicts it finds itself, to identify current and future threats and to prepare for the future is a symbol of the difficulty facing many states as they try and identify how to prepare their future national security policies and strategies. The challenges faced by states are reflected in the difficulties faced by academic researchers who also spend considerable time, effort and money on trying to solve the same problem. In the last ten years, a particular term has been used to describe the latest threat to global security, the Global War on Terror. The events of September 11th have brought about a greater interest in the subject of terrorism, a field of study which has grown by 85% since 1968 (SCHMID AND JONGMAN, 1988). That percentage will have increased greatly in the twenty-two years since Schmid and Jongmans study. It is surprising to consider that a greater study of terrorism was not carried out in the 1920s, considering that the Great War was started by the actions of a small and relatively unknown anarchic terrorist group. Similar to Insurgency, the field grows in strength as it becomes more widely used by actors in resistance to Western States on a large scale as the development of Western conventional warfare hegemony has grown. This essay seeks to identify where the field of terrorism studies has developed its greatest strengths and its greatest weaknesses in recent literature (defined as post 2004) and to discover whether or not the field, as it has grown ever more popular since the World Trade Centre attacks in 2001 (FRIEDRICHS, 2006), has moved on and developed. It will first discuss the question of the definition of Terrorism. It will then debate whether the habit of transient researchers has added or detracted from the field. Taking these two areas into consideration, it will consider the methodologies of Orthodox and Critical Terrorism studies and will show the development of new theories has been constrained by a use of secondary sources and the habit of lazy researching (SILKE, 2004).Finally, overall it will attempt to balance the strengths and weaknesses in the field to identify the challenges facing terrorism studies. It is important at this stage to try and define two key terms, Research and Terrorism. Research in itself is broken into three key areas; the exploratory, the descriptive and the explanatory (ROBSON, 1993). The effort of any field or discipline of study is to bring newly discovered information created from primary resources and statistics, describe it to other researchers and interested parties and then use that information to explain why events happen and then use that information to form models and theories to predict what effect may happen in the future (SILKE, 2004a). The second term to be defined is terrorism. The greatest challenge facing Terrorism research is certainly the definitional one. Schmid and questioned over one-hundred scholars to define terrorism (SCHMID AND JONGMAN, 1988). They responded with over 109 separate definitions .There is still no universal definition for terror, despite many worldwide organisations attempt to create one and despite forty years of wrangling over the subject, there has been little development. For the purposes of this essay, the use of the United Nations Security Council Shepherd Resolution 1566 definition, which refers to it as: criminal acts, including against civilians, committed with the intent to cause death or serious bodily injury, or taking of hostages, with the purpose to provoke a state of terror in the general public or in a group of persons or particular persons, intimidate a population or compel a government or an international organization to do or to abstain from doing any act (S-RES-1566, 20 04). However, it must be remembered that this is not an official UN definition and is not used universally by UN member states. The challenges of attempting to research a subject in which no universal definition has been agreed upon will be discussed in detail below. THE DEFINITION DEBATE Before we can begin to understand Terrorism we must first of all decide what it is. Despite the actions by organisations generally described as terrorist for well over one-hundred years, the study of terrorism still suffers from the lack of a specific and legal definition of terrorism. As C. A. J. Coady wrote The definitional question is essentially irresolvable by appeal to ordinary language alone since terrorism as a concept is not ordinary (COADY, 2001). For some, such as the hegemonic power of the day (in the modern context, we should read United States) and for those fighting their own wars against separatists or insurgents using non-conventional tactics this lack of a legal definition could be used as an advantage (FRIEDRICHS, 2006). The post-2001 War on Terror during the Bush era was served by the lack of a universal definition as it allowed some nations to describe their own personal fights as part of this global war on terror. The United States, United Kingdom and even Russi a were particularly guilty of this as they implied affiliations with Arab nationals and Islamic organisations with that of terror groups and even state terror, despite there being no evidence of collaboration between the main perpetrator Al Qaeda and the Wests long term adversary Iraq. Even in Russia with the Beslan school siege, it was found that the terrorist actors had only two Arab members out of thirty-one hostage takers (DE WAAL, 2004). For the UK it was useful to secure the peace laid out in the Good Friday agreement with Irish terrorism, which had been held up by naÃÆ' ¯ve Irish-Americans believing they were supporting a cause against an Imperial power. Terrorism then in its contemporary stance, is an essentially contested concept employed to meet the needs of those applying the term (WEINBERG AND EUBANK, 2008). For those countries opposed to the War on Terror, which for them was simply an excuse for an invasion of Iraq, a universal and legal definition of terror would give them a legal basis for preventing state intervention into countries opposing the United States and their followers economic and military hegemony (FRIEDRICHS, 2006). It is also important to note how definitions over time have changed in order to suit the time in the states dealing with terror, as any definition would not be useful without a contemporary analysis of the threat of the day. This would certainly be a demonstration of why pre-1968 terrorism was not of much of a concern as it has been post-1968: Why worry about a definition of terrorism when your concerns are of conventional threats from neighbouring states? The first attempts at defining terror came through the League of Nations after numerous assassination attempts were made in the mid 1930s, with King Alexander I of Yugoslavia assassinated by Croatian separatists while on a state visit to France (WALTERS, 1969). As the murder was found to be political, the escaped separatists hiding in Italy could not be extradited under a treaty made in 1870, which excluded political acts. It is important to note at this time, which would be a theme to follow other attempts at definition, that the final resolution by the League of Nations showed terrorism to be of a political angle: (3) to punish terrorist outrages which have an international character (SAUL, 2005). The treaty was signed by a small number of signatories, ratified by only India and never brought into law. With the advent of the Second World War and the end of the League of Nations, the resolution was quickly forgotten. It did however, set a number of important precedents: 1. That a universal definition of Terrorism needs to be reached through multilateral consensus through a forum of a worldwide organisation (in modern terms, the United Nations or possibly on a limited scale, the European Union). 2. That Terrorism was a political act. 3. That states should refrain from any act designed to encourage terrorist activities directed against another State and to prevent acts in which such activities take shape (1937, LEAGUE CONVENTION).. In effect, this banned state sponsored terrorism. 4. Finally, that acts of terrorism are acts directed against a State and intended or calculated to create a state of terror in the minds of particular persons, or a group of persons or the general public (1937, LEAGUE CONVENTION). This eliminates the possibility of a State using terror against its own population but does allow Terrorism to be committed by a state against another state. Terrorism researches would be sharp to note that political understanding is the key aspect to understanding terror. It is also quite important to note such a resolution, should it have been enforced by signatories had it been ratified on a wider scale, would most likely have prevented state intervention on humanitarian grounds as states were not classed as being able to be terrorists. The use of the armed forces in foreign and civil wars was not included in the resolution to prevent their use being defined as an act of terror (SAUL, 2005). The agenda has, after a number of starts and stops since the 1937 resolution, returned to the United Nations. Since almost all international action into other states in this last 10 years has some way been connected or has been implied to be connected to terrorist actions, it is of little surprise (PETERSON, 2004). The growth of international conventions which have yet to bring about a universal legal basis gives a great deal of guidance and a strong start in the search for a definition, but has failed to create the sought after legal framework. It is also important to note that with a change in administration within the United States which has changed US foreign policy from unilateral action to that of multilateral approaches has also brought about a need for the hegemonic powers to define who the universal enemy is as predicted by Jorg Friedrich (FRIEDRICHS, 2006) and that a floating and independent definition of who the enemy is no longer serves the purposes of the coalition of th e willing, a group that were unable to even decide who the common enemy was. A definition that explains who the universal enemy to all states is (i.e. al Qaeda) will greatly enhance states ability to combat it (FRIEDRICHS, 2006), allow Terrorism researchers to focus their efforts on moving past the exploratory stage of research and allow all to generate theories on explaining and preventing further terror events. As Silke states, What is terrorism? What makes a terrorist act? What makes a group a terrorist group? These are such basic questions; and yet satisfactory answers continue to elude the field (SILKE, 2004a). Until we are able to answer these questions, terrorism research will be confined to the exploratory and descriptive stages of research. FASHIONABLE FADS It is of no surprise that Schmid and Jongman identify 1968 as the year in which interest in terrorism grew in the academic and lay community and it is of little surprise that the level of interest has grown massively with continuous references to the events of 9/11 (GORDON, 2004). Many academics from other disciplines will have identified terrorism as an interesting field of study to begin to analyse from their own perspective and their own particular specialism. Andrew Silke identifies these individuals as transient authors (SILKE, 2004a) and notes that over 80% of terrorism research articles were from one-timers (SILKE, 2004b), who applied their subject expertise to the new fashionable fad of terrorism studies. Avishag Gordon also discusses the issue of transient authors in great detail, stating that Terrorism as a research field lacks constancy and the commitment of researchers to the field (GORDON, 2007), a sentiment shared by Silke who states that they are simply after a one-off publication and have no real interest in the field (SILKE, 2004a). Silke also writes about Ariel Merari who is particularly scathing towards contributors who are unfamiliar with terrorism research. It is said that usually a contribution of this kind is well-grounded in the empirical and theoretical findings of the writers particular area of expertise, but lacking in knowledge in terrorismà ¢Ã¢â€š ¬Ã‚ ¦ (MERARI, 1991). It is perhaps understandable to see where these seasoned terrorism researchers are coming from; Silkes study in 2004 following on from Schmid and Jongmans study in 1988, shows that over 75% of works from 1990-1999 comes from authors whose backgrounds are political sciences, government departments, consultancy, sociology and psychology respectively (SILKE, 2004b). However, it is perhaps a little short sighted to simply write off one-time contributors to the field as people who simply felt that had something to contribute to the juicy subject of terrorism (MERARI, 1991). Instead, we can quickly identify areas in which these outside disciplines have considerably strengthened the field of terrorism studies. First of all, let us consider the motivations and backgrounds of those who study terrorism as their main subject of interest. Many are Military personnel, police officers, Government Officials and spies; all who, in some regards, deal with terrorism as some aspect of their job. Their interest in this subject comes from their desire to improve their capacity to work within their vocation, but what are they likely to bring to the debate? Most may bring a good deal of experience to the subject but experience is not something terrorism researchers are lacking; it is an understanding of the psychology, sociology and economics that motivate an individual to resort to terrorism. Military units are well known for their failures in dealing with civilian populations; the United States militarys inability to quell insurgency in Vietnam and their heavy handedness in Iraq after the 2003 which generated a near civil-war are two easy examples to find. And this is not simply a US military problem. R ussian actions in Chechnya, Israeli actions in Palestine and British actions in Aden are three other examples of how militaries failed to understand the causes, and thus create resolutions too, the problems they faced. As a result, any research which brings a fresh and unexpected look and well grounded in the empirical and theoretical (MERARI, 1991) would bring knowledge and primary source information into the field which would otherwise not exist. They also bring with them greater knowledge of empirical analysis Secondly, statistics do not always speak the whole truth. Though there are admittedly a large number of one-off contributors to the field since 2000, many authors have actually combined their knowledge of psychology, sociology and economics with that of terrorism to move their research on from the exploratory stage of research and into the explanatory. For example Walter Enders and Todd Sandler have co-written numerous articles and works on the subjects of terrorism and its effects on economics, tourism and transnational policies for dealing with terrorism. Enders and Sandler are also not alone in bringing knowledge from other disciplines into the field. Gordon discusses the research of another academic, who look into transient researchers in other fields to see how many conduct continuous research. Hawkins in 1978, who analysed the literature of Gas Compounds, discovered that only 4.7% of researchers continued to study in the field for more than ten years, compared with 66.4% who co ntributed only for one year (GORDON, 2007). Despite the protestations of Silke, Merari and even Gordon himself, Gordon appears to have shown that terrorism studies is not alone in the number of transient academics who contribute. Since 2001, it has also been financially easier for researchers to get funding from state sources, as the needs of governments to counter the rise of Terrorism is able to generate a new host of researchers who will stick with the subject (WEINBERG AND EUBANK, 2008) Thirdly, as Meadows describes in 1998, who sees intellectual mobility as an inevitable trend that marks the rise of new topics in the sciences (GORDON, 2007) which can bring new subjects and new areas unbeknown otherwise to the fore. Leydesdorff Wagner go further to say that continuant authors are the core of the field of research. They attract transient authors to contribute to the field, bringing new information (LEYDESDORFF WAGNER, 2005). It should then be considered a strength to terrorism studies in which transient authors decide to contribute to the field of study by bringing in expertise in the disciplines of economics, psychology and sociology, knowledge which would either be left out from studies or would slow down the progress of terrorism research as academics spend more term learning the details of other disciplines. It can be seen that many of these authors do become continuant authors, as the likes of Enders and Sandler have shown. THE GOOD AND THE EVIL Perhaps one of the greatest failing of Terrorism is studies is explaining why individuals and groups feel the need to resort to Terror through a theoretical basis. Gaetano Ilardi suggests that the focus of terrorism studies has been lost as researchers become focused on areas of less concern, which importantly has prevented the development of a sound theoretical understanding of the dynamics of terrorism (ILARDI, 2004). The basis for this assumption, which Richard Jackson (JACKSON, 2007) concurs with, is that Terrorism studies has been distracted by a so-called New Terrorism (JACKSON, 2007) since September 11th, which has gripped the attention of the world at large through a them-and-us perception of good and evil. Ilardi points out Bush used the word evil eleven times on his 11th October 2001 speech (ILARDI, 2004) to point the new war on terror as simply a battle against good and evil. It is of no surprise then, that 90% of Terrorism scholarly articles have been written since Septem ber 11th (SHEPHERED, 2007) This debate on good against evil in the war on terror has long been criticised as preventing further development at the political level. As challenges in Iraq grew in 2005/06, the Iraq study group noted that Many Americans are dissatisfied, not just with the situation in Iraq but with the state of our political debate regarding Iraqà ¢Ã¢â€š ¬Ã‚ ¦ Our country deserves a debate that prizes substance over rhetoric. (IRAQ STUDY GROUP, 2006). As many reports on Terror and Terrorists is written from an us perspective from Governmental and Security departments of Western nations, the general assumption that Western democratic way of living is the right way (HUNTINGDON, 1997) has resulted in policy makers and Terror researchers believing that Western democracy can solve Terror problems in other countries, which Huntingdon described as the West and the rest (HUNTINGDON, 1997). Ilardi points out that the USA and its Western allies believe in their core values of law, democracy, freedom and pe ace (ILARDI, 2004) and also shows how the Bush era rhetoric rarely discusses the war on terror and democracy as separate issues. The inability to separate foreign policy and the exportation of Western democracy from the fundamentals of Terrorism research has prevented the field from maturing beyond a comic book perception of Good Vs. Evil. This rhetoric prevents researchers from developing an understanding of, for example, bin Laden as a declaration of evil absolves the need for Western states to understand their decisions, reasons and policies (ILARDI, 2004). It encourages fear, bias and obscures the root of the problemà ¢Ã¢â€š ¬Ã‚ ¦and denies the perpetrator even the slightest degree of legitimacy, so their grievances are at best incidental (ILARDI, 2004). This moralistic perspective, as described by Dr Richard Jackson, is deeply antithetical to scientific inquiry, which calls for a more dispassionate and less moralistic analysis of the evidence (JACKSON, 2007). Such an approach would not only assist with the finding of a definition, but also finally quell the most over-stated phrase in Terrorism studies that ones terrorist is anothers freedom fighter, a statement which hugely over-simplifies the difficulties faced by students of Terrorism. In order to move the Terrorism debate forward, Jackson suggests a move away from Orthodox Terrorism Studies (which is branded by (1) its poor methods and theories, (2) its state centricity, (3) its problem solving orientation, and (4) its institutional and intellectual links to state security projects) and towards Critical Terrorism Studies (JACKSON, 2007), which, as the name suggest, a far more skeptical approach to current assumed Terrorism knowledge (Jackson, 2007). Jacksons argument can be seen to support the inclusion of experts in other fields delivering fresh perspectives, compared to that of Silke, Merari and Gordon who are far more snobbish when it comes to transients. In response to Jacksons criticisms, Horgan and Boyle (2008) indicate that most scholars are well aware of the difficulties faced with Terrorism research, writing An implicit presumption from this is that terrorism scholars have laboured for all of these years without being aware that their area of study has an implicit bias, as well as definitional and methodological problems (HORGAN AND BOYLE, 2008). However, Horgan and Boyles argument does not deal with the problem at hand; if the issues in Terrorism studies are based around a moralistic bias, a lack of definitions and failures in methodology it is not excusable to simple mention that researchers are aware of these difficulties without attempting to overcome them. This habit of making excuses for Terrorism research failures appears to be quite common, with Weinberg and Eubank writing Andrew Silke, Marc Sageman, Alex Schmid and a long list of other investigators have called our attention to significant and long-term flaws in how ter rorism has been studied since the phenomenon itself reappeared in the 1960s (WEINBERG AND EUBANK, 2008). The critics of Critical Terrorism Studies put forward by Jackson appear to be far more concerned with protecting the Orthodox methods of research (which will be discussed in detail next in this essay), despite recognising its flaws, instead of working to overcome them. If they are widely recognized by a wide number of researchers and authors, why are they still so prominent? The last aspect of the Good Vs. Evil debate is the question of State Terror. Ever since the League of Nations convention ruled out the State as being capable of committing Terror, it has been a limited area of study. Jackson highlights this, saying Of particular concern is that, with only a few notable exceptions, terrorism studies has failed to engage with the issues and practices of state terrorism (JACKSON, 2007). Andrew Silke in his 2004 study shows that only 12 out of 490 journals addressed the question of State Terror (SILKE, 2004b). As the growth in Terrorism studies has been funded by a need from Governmental organisations and security services focused on the states needs against opposing organisations, this is not a surprise. Working that Terrorism and its definition is useful for the state itself, it is only post-September 11th that the US and its Western allies have at all been interested in State Terror, as it would allow them to cry out against nations which, according t o them, Terrorise their own population (Iran is an excellent example here). Weinberg and Eubank argue against Jackson, saying The critical terrorism studies claims about the ideological bias and state-centric nature of conventional terrorism studies seems complex and requires a more extended reaction (WEINBERG AND EUBANK, 2008). However, once again the supporters of Orthodox Terrorism Studies appear to have missed the point; researchers should not be relying solely on Governments sponsoring research in their fight against the Evil in the world as the Good Guys. They should instead be taking an objective and empirical approach to analysing the causes and solutions to Terrorism, avoid a state-centric angle which would prevent the Good Vs. Evil debate and finally rid us of the freedom fighters and terrorists statement. Shepherd, Jessica, The Rise and Rise of Terrorism Studies, The Guardian (2007) The Iraq Study Group, (2006) The Iraq Study Group Report, Washington, D.C.: United States Institute of Peace, December Jackson, Richard, The core commitments of critical terrorism studies, European political science: (2007) LEYDESDORFF WAGNER, Network structure, self-organization, and the growth of international collaboration in science, George Washington University Center for International Science and Technology Policy (2005) Merari, Ariel, Terrorism and Political Violence, Volume 3, Issue 1 Spring 1991 , pages 88 102 Schmid, Alex and Jongman, Albert, Political Terrorism: a New Guide To Actiors, Concepts, Data Bases, Theories and Literature (New Brunswick, NJ: Transaction books, 1988). Robson, Colin, Real World Research (Oxford: Blackwell, 1993) Silke, Andrew, (A) Research on Terrorism in A. Silke (ed.) Research on Terrorism: Trends, Achievements and Failures (London: Portland, 2004) Silke, Andrew, (B) The Road Less Travelled in A. Silke (ed.) Research on Terrorism: Trends, Achievements and Failures (London: Portland, 2004) Ilardi, G. (2004) Redefining the Issues: The Future of Terrorism Research and the Search for Empathy, in A. Silke (ed.) Research on Terrorism: Trends, Achievements and Failures (London: Portland, 2004) United Nations Security Council Resolution S-RES-1566(2004) in 2004 (retrieved 06/01/2010) Gordon, AVISHAG, Terrorism and Knowledge Growth: A Databases and Internet Analysis in A. Silke (ed.) Research on Terrorism: Trends, Achievements and Failures (London: Portland, 2004) Gordon, AVISHAG, Transient and continuant authors in a research field: The case of terrorism, Scientometrics, Vol. 72, No. 2 (2007) 213-224 FRIEDRICHS, JORG, Defining the International Public Enemy: The Political Struggle behind the Legal Debate on International Terrorism (Leiden Journal of International Law, 19 2006), de Waal, Thomas, Chechnya: War on terror legends debunked, (Index on Censorship www.indexonline.org, November 18, 2004) 1937 League Convention, in International Conference Proceedings, supra n. 32, annex I, p. 5; and 1937 Convention for the Creation of an International Criminal Court, in International Conference Proceedings, supra, n. 32. Peterson, M. J. , Using the General Assembly, in J. Boulden and T. G.Weiss (eds.), Terrorism and the UN: Before and After September 11 (2004) Coady, C. A. J., Terrorism, Encyclopedia of Ethics, Lawrence C . Becker (ed.) (New York: Garland, 2001). Weinberg, Leonard and Eubank, William(2008) Problems with the critical studies approach to the study of terrorism, Critical Studies on Terrorism, 1: 2, 185 195 Horgan, John and Boyle, Michael J.(2008) A case against Critical Terrorism Studies, Critical Studies on Terrorism, 1: 1, 51 64

The Synthesis of Knowledge :: Mind Mental Knowing Knowledge Essays

The Synthesis of Knowledge "Society values mental labor more highly than manual labor." This is a claim that Ruth Hubbard makes in her essay "Science, Facts, and Feminism." This claim suggests that those who are the thinkers, the innovators, the inventors, and the great minds are highly valued by society; however, those who are the doers, the laborers, the hand-crafters, and the workers are not valued as greatly. Hubbard implies that society regards mental labor as more important than manual labor because it requires more specifically human qualities. Knowledge making is one of these specifically human qualities. Mental laborers and manual laborers are distinguished by this knowledge making process. For Hubbard’s claim to have meaning, there are assumptions that must underpin the claim. First, society must value labor. Labor must be something usable in society. A distinction between manual labor and mental labor must exist. A line must be drawn as to what makes mental labor mental and manual labor manual. There exists a specifically human quality, like knowledge making, which classifies the mental and manual laborers. Labor must exist in society to place value upon it. One also must assume that the more knowledge making ability one has, the more successful one can potentially be. These assumptions must be accounted for, for the claim to have any validity. This claim, to me, explains what can be said about the value of knowledge making and experience. Knowledge making is valued greatly by society and society values those who posses this knowledge making ability. Knowledge comes from personal experience and these experiences make that person more intelligent. One makes a decision, and then one learns from the consequences of that decision resulting in more apprehension. An example of building knowledge making is when a small child touches a hot pan on the stove and gets burnt. This child’s knowledge making has increased and the child knows to never touch a pan on the stove without proper protection. Book knowledge is another important element. This type of knowledge can be defined from what results in a college degree, a doctorate, or just a secondary degree of education. One must have base comprehension of empirical insight. Mental laborers have this intuitive synthesis of knowledge where manual laborers do not posses as much. An example of this book knowledge is taking a course in trigonometry and how it affects future comprehension. With trigonometry learned, mathematical calculus can be more easily learned.

Choosing a Course

Choosing a college major for some is easy; some people know exactly what they want to be when they grow up. For others, choosing a college major is probably one of the hardest decisions they will make in their life. It doesn’t help that there are now a lot of college courses and college programs among which you have to choose. There was once a time when choices were simple: good or evil, ketchup or mayonnaise, Bachelor of Science or Bachelor of Arts. Nowadays, you have to choose between shades of gray, one gazillion condiments and a plethora of majors.The trick in making a college major choice, they say, is to narrow things down as you go along. This article will help you do that. The following are some of the things you must consider when choosing a college course. Choosing your college major consideration # 1: Your Interest The most basic consideration in the choice of a college major or college course is, of course, what you want. Is there something that you’ve alway s wanted to get into, something that resonates within the very fiber of your being? If so, that may be where you’re meant to go. In the event that you don’t know or don’t feel that siren song, fret not.You can always go for career assessment care of your local guidance office. That would certainly make choosing a college course more systematic and easier. Choosing your college major consideration #2: Your Aptitude Choosing a college major also entails an assessment of your skills and talents. You may know what you want, but do you know what you’re good at? Interest and aptitude are two different things. Ideally, you should pursue a college course or choose a college major that allows you to explore both. In this less than perfect world, however, this is usually not possible for some people.In that case, you’d have to weigh your priorities: pick a college major you will be good at or pick a college course that is in line with your interest? Better y et, find a college course that you will be good at and has the potential of arousing your interest. Choosing your college major consideration #3: Your Values Every career comes with non-quantifiable stuff: fulfillment, meaning and purpose, pure altruism, you name it. They help determine what you’d like to get out of a career (and a college major) besides material compensation. Choosing your college major consideration #4: Money MattersMoney matters, in more ways than one. Money matters because it will dictate what course you can or cannot afford. Money matters should therefore be part of your college major choice. If it’s one thing you must always factor in, it’s reality. This can be broken down into a number of sub-considerations. How much money does the course require you to invest? How much money do you actually have on hand to invest? How much money will you (approximately) make if you take up a career in line with that college major? How much money would yo u like to earn after college?Choosing your college major consideration #5: Time and Practical Considerations You should also be aware of what you’re getting into when choosing a college major. What will your college course require you to do? Are you willing to do it? As a case in point, if you’re squeamish about the sight of blood, why should you decide to go for a Nursing Degree? How much time are you willing to invest in your college course and major? If you want school to be over and done with as soon as possible, then you should probably not choose a college course that won’t be useful without further study.Choosing your college major consideration #6: Your Commitment Choosing a college course requires you to look inwards and assess your commitment to your chosen path. Assuming that you have the issue of money and other practical considerations settled, do you actually possess the skills and the patience to go the distance? Moreover, do you actually want to do so? There’s also a chance that your parents may be expecting you to tread a certain academic path; will you have the strength and the will to stick it out against all odds? Choosing your college major consideration #7: The TimesNope, you don’t have to read the Times to know what college course to pick (Yup, that’s a lousy joke). Kidding aside, don’t ever forget to consider the times in your decision-making process. Case in point: the global economy was in a bit of a slump at the time I wrote this article. There are instances when certain courses may appear to be more profitable or more popular than others due to current circumstances. Choosing your college major consideration #8: Other People’s Feedback Besides guidance counselors, family and friends, you may also want to ask other people for their opinions regarding the matter.College alumni and alumnae always make for interesting interviews-been there, done that. Professors and classmates will also have a lot of significant input to offer. Choosing your college major consideration #9: Your Choices Also, do remember that there are some benefits to doing things by the book-or more specifically, the college’s catalogue of courses. Take a peek and note the unit and credit requirements for each course, along with whatever minors and electives you can take as part of the package deal.Choosing your college major consideration #10: Spiritual Considerations Finally, know this: you’ll most likely change courses-even careers! -as you go along, so don’t be overly fixated on any one course. No one course is the end all and be all. There are numerous examples of people out there who majored in one thing and built a career or three out of another. If you’re a believer, though, I strongly recommend that you pray about it ask God what He wants you to take. After all, only He knows what path you will ultimately tread.

Good and Well - Commonly Confused Words

Good and Well - Commonly Confused Words The common modifiers good and well are easily (and frequently) confused. Definitions Good is usually an adjective (a good book, a good job). Good can also function as a noun (the common good). Well is usually an adverb (runs well, a well-written essay). In formal speech and writing, the adjective good generally follows linking verbs such as be, seem, taste, and appear. See the usage notes below.The redundant expression (all) well and good means acceptable. Its often used before a statement that qualifies or contradicts whatever it is thats considered all well and good. Examples There was never a good war or a bad peace. (Benjamin Franklin)Experiment with recipes until you find what tastes good to you.The student officers displayed a remarkably good knowledge of the drill regulations.Coffee thrives remarkably well in Fiji.The students were asked to compose a well-organized essay in 30 minutes.On the cover, a well-adjusted-looking boy, hair stiff with hairspray, overalls starched, sat in a chair and puzzled over a Rubiks Cube.  He wore sensible shoes and an expression that said: This is  all well and good, but my real passion is long division.(David James Poissant, Refund.  The Heaven of Animals, 2014) Usage Notes Good/wellOf the two phrases I  feel good and I feel well, the first is the correct one if youre speaking of your state of health (physical or mental). Feel here is a linking verb and is followed by a predicate adjective. So if you mean that your health is good, your spirits are high, and your outlook is optimistic, say I feel good.On the other hand, if you use feel in its literal sense of touching something, like feeling for a light switch in the dark, say, I feel well.(William and Mary Morris, Harper Dictionary of Contemporary Usage. Harper Row, 1975)Today virtually everybody agrees that both good and well after feel and look are predicate adjectives. The years of disagreement over which was correct seem to have contributed to some differentiation. Look well and feel well tend to express good health. Feel good can express good health or it can suggest good spirits in addition to good health. Look good does not generally refer to health, it relates to some aspect of appearance.(Me rriam-Websters Dictionary of English Usage, 1994) Practice (a) A logical fallacy is a bad argument that looks _____.(b) The plants were all fairly large, with _____-developed leaves.(c) After a long week in the office, a day on the ocean sounded _____.(d) The chorus sang _____, with enthusiasm and expression. Answers to Practice Exercise (a) A logical fallacy is a bad argument that looks  good.(b) The plants were all fairly large, with  well-developed leaves.(c) After a long week in the office, a day on the ocean sounded  good.(d) The chorus sang  well, with enthusiasm and expression.

How to Prepare a Winning Business Pitch

How to Prepare a Winning Business Pitch How to Prepare a Winning Business Pitch To get a business idea off the ground, you may need some investment. And this means you’ll need to convince investors that you have a great business plan. But what goes into a good business pitch? A few things to consider when pitching a business include: The type of business pitch you’re preparing (e.g., verbal or written) Details to include, such as your target customers, market research, etc. Who you’re pitching your idea to and what they’re seeking. Who you are and who you’re working with in the business venture. How much to include in your pitch (as compared to a full business plan). So let’s take a closer look at how to prepare a winning business pitch. 1. Written vs. Verbal Pitches If you’ve been asked to pitch your business, make sure you know what type of pitch to give. The main distinction here is between written and verbal pitches: A written pitch is a short document, typically between one and three pages, where you outline the nature of your business for investors. A verbal pitch is a presentation you give to potential investors in person. This could be a short elevator pitch, which would last up to two minutes. Or it could be a full presentation with backup visuals and documentation. Chances are you’ll need to use both at different points of pitching a business (e.g., selling the idea with a short elevator pitch before writing a written pitch to flesh out the details). Thus, you should try to find out what kind of pitches investors are seeking and tailor yours accordingly. If you are preparing any written documents as part of your pitch, , moreover, make sure to have them proofread. This will ensure they are error free and easy to read, demonstrating your attention to detail. 2. The Essentials of a Business Pitch The exact content of your business pitch will depend on the kind of business you’re pitching and the type of pitch you’re delivering. However, there are at least a few details that any business pitch should include, such as: A brief overview of your business idea and your overall goals (this could be the introduction for a longer presentation or written document, but it might be the entirely of an elevator pitch). Your target customers and how your business idea will serve them. The market you’re entering and the opportunities it presents. How your business will distinguish itself from existing competitors. Your financial projections, including revenue and profit forecasts. Key team members and any partners you will work with in your business. How much investment you’re seeking and how you will spend it. Remember, though, that a business pitch is not a business plan. It’s about selling an idea. As such, telling a compelling story can be more important than the pure details. For instance, when outlining your business, you could tell an anecdote that demonstrates the need for your product. This can help your pitch resonate on a personal level – it’s about how your business will help real people, not just how much money you hope to make. 3. Do Your Research on Investors It always pays to do some basic research on investors before preparing a pitch. This will give you a better idea of what different people and groups are looking for in a business, as well as giving you a sense of the kind of pitch investors are expecting. Try to find out: Whether they typically invest in certain business types or areas, especially if this matches the profile of your proposed investment. If they usually invest in specific geographic regions. How much they usually invest and what they seek in return. Whether they take a hands-on or hands-off approach to companies they invest in and how this might affect your proposed business. This will help you pick the right investors for your business idea. 4. Sell Yourself Don’t forget you’re part of your business pitch! In fact, some investors focus more on the people pitching a business idea than what they are pitching. A great idea can be worthless in the wrong hands, after all, so you need to show investors they can trust you with their money. As such, you should include something about you and your team’s past achievements in your pitch. If possible, focus on success stories that show you know how to start and run a business. 5. Don’t Overload on Information Finally, when you’ve prepared a first draft of your pitch, cut it down to the essentials. The most common error when pitching a business is trying to cram too much in, especially in a verbal pitch, where you may end up rushing. Remember: this is a pitch, not a plan. So rather than launching straight into a full five-year financial breakdown, focus on key details that make your idea appealing. Another tip is to use visual aids, such as charts and tables, which can stop your presentation becoming too wordy. Ideally, your visual aids will be more detailed than this. In other words, your priority in a pitch is to make investors interested in your idea. And you won’t be able to do this if they’re struggling to keep up with reams of information. Of course, if all goes well, the people you’ve pitched to may ask follow-up questions. Or they may ask for a full written plan. This is when you’ll need the in-depth research you’ve prepared. But try to keep things engaging until you know the investors are already hooked!

Applying the 4 Models of the BGS (Business Government & Society) Research Paper

Applying the 4 Models of the BGS (Business Government & Society) Relationship to the current debate over U.S. HealthCare Reform - Research Paper Example health insurance system would be more beneficial on the part of the children as well as the older and senior women who do not have the financial means to support their medical health expenses. In the absence of access to health care insurance, millions of Americans will be worried about not have the benefit of receiving high-quality and affordable health care plans for themselves and their family members in case one of them suddenly becomes ill (Sebelius). Likewise, it would be difficult on the part of the U.S. government to control hundreds of billions of dollars that can be wasted because of the ineffenciency in the federal health care programs such as the Medicare and Medicaid including some of the health insurance companies that do not exert effort in increasing the services they provide to the people (Hitchcock). Specifically the market capitalism model illustrates businesses that are operating within the market environment in response to economic forces (Steiner and Steiner, pp. 9 – 12). In this model, the market serves as a shock absorber between the non-market forces and the business sector. (See Figure I – The Market Capitalism Model below) This model clearly represents the relationship between the American people and the health care insurance companies that was present way before the current U.S. health care reform. Upon informing the Americans about the health care insurance products, consumers are given the opportunity to make a decision on whether to purchase health care insurance plan or not. (See Figure II – Buying of Health Care Insurance Process below) The problem with the use of the market capitalism model is that health care insurance companies could easily take advantage of the people by charging them with higher premiums for the costs of health care services. For this reason, the health care practices in the United States needs to be changed by implementing the current health care reform. Under the dominance model, it

What Is Philosophy Essay Example | Topics and Well Written Essays - 1250 words

What Is Philosophy - Essay Example What Is Philosophy? Philosophy has crucial areas of inquiry, which include epistemology, logic, aesthetics, metaphysics, specialized branches, and political and moral philosophy. Epistemology focuses on the scope and nature of knowledge using the relationships that exist between belief, truth and the theories of justification. Logic focuses on the doctrines of correct reasoning. In this case, logic is used in arguments where they use deductive or inductive reasoning. Metaphysics focuses on the study of the general features of reality based on time, existence and the relationships between the body, mind, properties and objects. Moral or ethical philosophy targets the best ways that humanity can live and coexist. Ethics has different branches, which include normative, applied and meta-ethics. Philosophical enquiry of aesthetics focuses on arts, beauty, enjoyment, perceptions, sensory-emotional values, sentiments and matters of taste. The specialized branches of philosophy target the philosophy of language s, mind, law, science, religion and Meta philosophy. Metaphysics Metaphysics occurs as a traditional philosophical branch that focuses on the fundamental values and nature of the world and beings. Metaphysics focuses on addressing two crucial questions, which are what is it like, and what is there? Previously, natural philosophy addressed scientific questions. However, the scientific methods slowly turned natural philosophy to an empirical activity that depended on experiments unlike other philosophical fields. This led to distinguishing of science from philosophy. (Munro 21). Later, metaphysics denoted philosophical enquiries of non-empirical characters to the natures of existence. Metaphysics centrally aims at addressing central themes and questions such as the nature of being. Additionally, metaphysics seeks to address the conceptual and empirical objects using objects and their associated properties, cosmogony and cosmology, free will and determinism, identity and change and mat ter and mind. Additionally, metaphysics addresses issues of spirituality and religion, time and space, and possibility and necessity. It is vital to note that metaphysics has different methods and styles. These include empirical methods coupled with rational methods. In this case, rationalism refers to a theory or method whereby the criteria for the truth are deductive and intellectual instead of sensory. Empiricism emphasizes on the fact that senses serves as the main sources of knowledge concerning the world and universe. In addition to these methods and styles, other styles exist such as systemic versus analytical, dogmatic versus critical, individual versus collective and parsimonious versus adequate. The systemic approach focuses on answering all crucial questions in a coherent and comprehensive manner, and the analytical approach deals with the problems in a piecemeal fashion. Crucial Meta physicists who used the different styles and methods of metaphysics include Plato and So crates, Aristotle and Immanuel Kant among others (Munro 31). Epistemology Epistemology focuses on the scope and nature of knowledg

Human Computer Interaction Assignment Example | Topics and Well Written Essays - 750 words

Human Computer Interaction - Assignment Example As society is growing increasingly attached and setting strong footing on a knowledge-based economy, there are excellent opportunities for people with disability to participate fully in the economic and social life of their communities. The realization of this scenario depends on what takes place to people with disabilities in using the new information technology systems and computers. Ensuring that the concerns and needs of students with all types of disability are well represented in planning. Joe is a professional peer counselor and motivational speaker. He is in his early 20’s and has attended college where he recently completed a diploma in Peer counseling and guidance. Joe is not able to us his eye sight since he is visually impaired and has actually attended a college that was catering for his sight needs. Joe is not yet a family man and volunteers in the local Nongovernmental Organization for the disabled and physically handicapped. He majorly plays the big brother role of encouraging the others and showing them that there is a cause to live for and that disability is not inability. The disability to be used in this scenario is visual disability. Individuals who have low vision, blind or have color blindness are referred to as visually impaired. Blind people need equivalents of text for the images on the website pages, since the screen reader technology that helps them cannot obtain information from images. Visually impaired persons may not find the mouse very useful since it requires eye and hand coordination. In place of the two they must navigate the website page using only the keyboard. For instance, the tab key moves the focus to the next item that a user needs to select. A screen reader announces the item name so that the user knows what to select and where to put focus on the page. The user will then hit the Enter key instead of using a mouse button.

Magna Carta for Students Essay Example for Free

Magna Carta for Students Essay EXPLANATORY NOTE One of the biggest foundations of a progressive nation is an educated population. Development in the different areas of knowledge such a science and technology, business, medicine, social science and others have brought about drastic advancement in our present society. In an increasingly demanding and dynamic global economy, competitiveness, more than an advantage, is a must. As expressed in the Philippine Constitution, education is one of the priorities of the State. Aside from the basic needs such as food, shelter and clothing, it is one of the primary necessities that the State should provide for its constituents. While the private sector is an active participant in the promotion of education at present, the governrnent should still lead in ensuring its quality and accessibility. It should be recognized that the full development of the students is not dependent merely on books and lectures. Aside from providing them with an environment conductive to learning, it is the duty of the State to ensure the quality of education that goes beyond the corners of the classroom; for indeed the true lessons in life are gained in the real world. However, the present formal educational system has, in one way or another, deprived the students of the chance to develop their full potential. This Magna Carta for Students intends to equalize the chance of the students to admission in school and to avail of competent and quality education. It seeks to provide measures to ensure that the students are able to exercise their rights to organize, right to participate in policy-making, right to academic freedom, and right to free expression and information. For these reasons, the passage of this bill is earnestly sought. Senator FIFTEENTH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES First Regular Session ) ) ) HI SENATE Senate Bill No. JUl. -8 A9 :(). :i 911 INTRODUCED BY SEN. JINGGOY EJERCITO ESTRADA AN ACT PROVIDING FOR THE ESTABLISHMENT OF THE MAGNA CARTA OF STUDENTS Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Students. Title. This Act shall be known as the Magna Carta of CHAPTER I GENERAL PRINCIPLES SEC. 2. Declaration of Policy. It is hereby declared to be the policy of the State to promote and protect the rights of students to enable them to participate actively and effectively in the democratic processes of effective progressive and developmental changes in society. SEC. 3. Guiding Principles. This Act declares the following as basic guiding principles: (a) The formal educational system being the principal institutional mechanism for imparting knowledge and developing skills is given priority attention and support by the govemment. Education is a right and not a mere privilege. It is therefore the responsibility of the State to provide quality education accessible at all curriculum levels. Student organizations enhance democratic processes on the campus. Membership and active which promote and protect students rights and welfare and\or contribute to national development shall be guaranteed by the State and school authorities. Student organizations shall not be subject to rules and regulations that unduly hamper their activities and are prejudicial to their objectives and interests, provided such objectives, activities and interests are with the schools mission. Student councils\governments being the most representative of the studentry and the highest expression of student power on campus shall be consulted in the formulation of school policies directly affecting students. (b) (c) (d) (e) (f) . (g) Student publication shall serve as a principal, medium for free and responsible expression, dissemination of information, and interaction, among the different sectors of the academic community . With their democratic rights guaranteed, students can serve as a potent and cogent force in the countrys social transformation. SEC. 4. Definition of Terms. As used in this Act, the following terms shall mean: (a) Student any person enrolled in school in post secondary, tertiary, graduate and post graduate levels, including vocational and technical education. School any private, public or government-run and funded academic educational institution offering any or all courses in the above-mentioned levels. School campus the totality of all contiguous or proximate buildings, grounds and other facilities designed by the school as areas or facilities for the use of its students. Governing Board the highest policy making body of the school such as: Board of Directors, Trustees or Regents. Student Council/Government the body representing the whole student population in one school or school campus whose officers are annually elected at large by the whole student population pursuant to its constitution and by-laws, if any. Council of Leaders the body composed of the heads of various stUdent organizations chaired by the President/Chairman of the Student Council. Tuition Fee The fee representing direct costs of instructions, training and other related activities, and the use of school facilities. The term other school fees refers to fees which cover other necessary costs supportive of instruction, including but not limited to medical and dental, athletic, library, laboratory, and Citizen Army Training (CAT) or Citizen Military Training (CMT) fees. CHAPTER II RIGHT TO ADMISSION AND QUALITY EDUCATION SEC. 5. Admission. . (a) No student shall be denied admission to any school on account of his/her physical handicap, socio-economic status, political or religious beliefs, or shall pregnant students and certified reformed drug abusers be discriminated against. A student shall have the right to freely choose his/her field of study subject to existing curricula and the instituti. ons admissions policies and to continue his/her course up to graduation except in case of academic deficiency, inability to meet program requirement, or violation of disciplinary regulations which do not infringe upon the exercise of students rights. (b) (c) (d) (e) (f) (g) (b) SEC. 6. Rights to Competent Instruction and Relevant Quality Education. Every student shall have the right to competent instruction and quality education to relevant to his/her personal and cultural development and  that of the nation, and commensurate to the school fees paid, and for state institutions, public subsidies granted. Students shall have the right to make a written evaluation of the performance of their teachers toward the end of the school term. SEC. 7. Right to Adequate Student Services and Academic Facilities. It shall be the responsibility of the school administration to provide the students with adequate student services and academic facilities commensurate to the school fees paid, and for SCUs, public subsidies granted. CHAPTER III RIGHT TO ORGANIZE SEC. 8. Right to Organize among Themselves. Unity and collective effort being fundamental to the realization of common goal and the promotion and protection of common interest, the State recognizes the right of student to organize among themselves . . The rights of student to form, assist, or join any campus organization, alliance or federation, not contrary to the school mission, for their physical, intellectual, moral, cultural, spiritual and political interest shall not be abridged. SEC. 9. Student Council/Government. The State shall ensure the democratic and autonomous existence of student councils/governments. Pursuant thereto, there shall be one student council/government for each school campus, which shall be given recognition by the school, colleges and universities concerned. It shall have its own. set of officers elected in annual popular elections. Every student council/government shall have the right to determine its policies and program on student activities subject to this duly ratified charter or constitution, school rules and regulation, and state policy. SEC. 10. Recognition of and Granting of privileges to Student Organizations. No unreasonable requirements shall be imposed on student organizations seeking recognition. The guidelines concerning recognition shall be formulated by the Student Affairs Office in consultation with the student council. The process for seeking recognition shall begin upon the submission to the Student Affairs Office by the organization concerned on its (1) concept paper and constitution; and (2) a formal letter addressed to the Student Affairs stating that the organizations intent to be recognized. Recognition will be granted by the Students affairs Office upon compliance with the guidelines. There shall be no discrimination in the assignment of school facilities and granting of other privileges to student organizations. Excessive charges for the use of school facilities shall be prohibited. Whenever possible the school administration shall allow stud~nt organizations to use school facilities free of charge. SEC. 11. Coordination of Student Organizations Activities. All on and off campus activities of student organization shall be coordinated by the student council/government in consultation with the Student affairs office. The Committee on Elections (COMELEC) constituted to conduct the election of the officers of the student council/government shall be composed solely of bona fide student of the school. The conduct of the student council election shall be held in coordination with the Student Affairs Office. SEC. 12. Prohibition against the Use of Force and Exaction and Excessive. All campus organization shall be prohibited from using force in initiation and from exacting excessive fees from their members, as well as in their other students activities. CHAPTER IV RIGHT TO PARTICIPATE IN POLICY MAKING SEC. 13. Representation in policy-making process. The student shall be represented in policy-making bodies (other than the governing board) which directly affect their welfare, especially in curriculum review, student discipline and academic standards. The representatives shall be designed by the student council. SEC. 14. Student Initiative and Referendum. The student council/government through a majority vote of all the members of the student body shall have the right to initiate the formulation, modification or rejection of a school policy affecting the students. The proposition for the formulation, modification or rejection of a school policy affecting the students shall be submitted to and approved by a majority of votes casts by all bona fide students of the school in an areas shall be excluded from the power of students on initiative or referendum: (a) admission; (b) curriculum; gc) faculty recruitment and tenure; (d) rules on student conduct and discipline; (e) tuition fees; and (f) scholastic rules (e. g.academic credits and retention and graduation of students). CHAPTER V RIGHT TO FREE EXPRESSION AND INFORMATION AND RIGHT TO ACADEMIC FREEDOM , SEC. 15. Right to be Informed. The right of the student to be given information upon request on matters directly affecting their welfare shall be recog ·nized. SEC. 16. Freedom of Expression. Subject to existing laws and school rules and regulations, students shall have the right to freely express their view and opinions. SEC. 17. Academic Freedom. Students academic freedom shall subject to school rules and regulations and the exercise by the school and members of the faculty of their respective academic freedom, consist of, but is not limited to, the following rights: (a) To conduct research in connection with academic work, and to freely discuss and publish their findings and recommendations; (b) To conduct inquiry in curricular and extracurricular activities within the campus and in appropriate circumstances; (c) To choose a field of study for research and to pursue the quest for truth; to express their opinion on any subject of public or general concern which directly or indirectly affects the students of the educational system; (d) To invite off-campus speakers or resource persons to student sponsored assemblies, fora, symposia, and other activities of similar nature; (e) To express contrary interpretation or dissenting opinions inside and outside the classroom; (f) To participate in the drafting of a new curriculum and in the review or revision of the old; and (g) To participate in the drafting and/or revising of the student handbook which shall include the school rules and regulations, a copy of which shall be furnished the students upon admission to the school. , CHAPTER VI . RIGHT TO DUE PROCESS IN DISCIPLINARY PROCEEDINGS . SEC. 18. Right to Due Process. (a) (b) A student subject tot disciplinary proceedings shall have the right to defend himself/herself, to be heard and to present evidence on his/her behalf before an impartial body. There shall be a Student Disciplinary Board to be composed of two (2) representatives form the school administration, one (1) faculty member, and two (2) students to conduct investigations into and decide on cases student violation of disciplinary standards. The blacklisting, expulsion, suspension and other such disciplinary sanctions that may be taken against a student shall not be valid unless the following rights have been observed: (1) the right to be informed in writing of the nature and cause of the accusations against his/her; (2) the right to confront witnesses against him/her and to have full access to the evidence on the case; (3) the right to defend himself/herself and to be defended by a represented or counsel of his/her choice, adequate time being given for the preparation of a defense; (4) the right to a hearing before the student Disciplinary Board; (5) the right against self incrimination; and (6) the right to appeal adverse decisions of the Student Disciplinary Board to the governing board and ultimately to the appropriate education agencies. (c) The decision in any disciplinary proceeding must be rendered in the basis of relevant and sUbstantial evidence presented at the hearing, or at least contained in the record and disclosed to the student affected. The deciding body must act on its own independent consideration of the facts of the case. The body should, in all controversial questions, render its decision in such a manner that the issues involved, and the reasons for any decision made are clear to the student. (d) Disciplinary sanctions shall be corrective rather publish on a periodic basis acts which are deem violate or school rules and regulations and the corresponding disciplinary sanctions do not violate the rights guaranteed herein and under the Constitution. CHAPTER VII OTHER RIGHTS SEC. 19. Right Against Unreasonable Searches and Seizures. Every student shall be free from any form of unreasonable search and seizure. Except for the following instances no search or seizure of a student shall be deemed valid: (a) (b) (c) (d) (e) Searches made at the point of ingress and egress by authorized personnel of the school. Searches and seizures of illegal article or articles falling in the plain view of duly authorized personnel; Searches and seizures of articles that are illegal, discovered inadvertently by duly authorized personnel; Searches made when the student is about to commit, is committing or has just committed a crime or a serious infraction of the schools rules and regulations; Searches made with a valid search warrant. Articles seized in violation of the here above mentioned provided rights shall not be used as evidence against the student in any disciplinary action that may be brought against him/her. SEC. 20. Access to School Records and Issuance of Official Certificates. Subject to the provision of the following section, every student shall have access to her/him own school record, the confidentiality of which the school shall  ·maintain. He/she shall have the right to be issued official certificates, diplomas, transcript of records, grades, transfer credentials and other similar documents within thirty (30) days from the filing of request and accomplishment of all pertinent requirements. SEC. 21. Unpaid Tuition Fees and Examination. No student shall be prohibited from taking a periodic or final examination because of unpaid tuition and other fees under the established terms of payment prescribed by the school concemed and approved by the appropriate education agency. Students with delinquent fees permitted to take an examination shall nevertheless be subject to the right of the school concerned to withhold the release or issuance of such students school records or of the documents mentioned in the preceding section or to deny such students admission at the next succeeding term or year until the prior delinquencies are fully paid.