Password and hacking under the privcy issues Research Paper

Secret word and hacking under the privcy issues - Research Paper Example Programmers see the people’s security as an obscure interesting issue, which must be won. The hacking techniques have stayed aware of the improvement of the different innovations intended to secure the protection of the clients and they have figured out how to damage them and access one’s individual data. A proof of their fast advancement is that, as indicated by the FBI’s National Computer Crimes Squad, 85 to 97 percent of PC interruptions are not distinguished. Besides, just 19 % of the assaults are reported.1 Introducing secret phrase for online records is one of these strategies; truth be told, it is the most mainstream one. Regardless of the idea of the records, whether it is a record in an informal community, or an email account, introducing passwords to all the better one can do so as to ensure his/her record from excluded inquisitive â€Å"guests†. The target of this paper is to dissect how damaging one’s record by breaking its secret word is respected from the security moral perspective. The paper will introduce the authoritative demonstrations that will in general legitimately shield individual data from programmers and their pragmatic application in the reality. The paper is partitioned into two sections. The principal part is committed to the historical backdrop of hacking and its turn of events. It will likewise depict the most widely recognized techniques for secret word infringement and the hackers’ perspective on this issue, under the security issues. The following part will portray the demonstrations that are intended to ensure individual data and assurance one’s protection and their proficiency in application. Some famous law cases associated with secret word hacking will be depicted and investigated. The vast majority of us partner the action of â€Å"hacking† with unlawful direct, encroachments and law infringement. Obviously, a programmer for us speaks to a law insubordinate individual, an a renegade that as opposed to carrying on with his life regularly decides to go through days and evenings before a PC and break into

Letter Essay Example | Topics and Well Written Essays - 500 words

Letter - Essay Example I totally concur with your perception that the California government funded instruction in the twentieth century was at its ‘peaks of excellence’ and that the open rudimentary, optional and advanced education foundations in the state indicated huge responsibility and devotion in offering quality training to many. Notwithstanding, I am likewise stunned to see the decrease of the standard of instruction in the state towards the finish of the twentieth century. I additionally feel that the decrease in the instructive framework is clear regarding the ‘overcrowded study halls, lacking books and supplies, deficient pay and lay-offs’. It was very stunning to me when you appropriately brought up that it isn't because of any money related issues or downturn (since California despite everything claims one 6th of U.S GDP) that the state funded instruction division has endured so much misfortunes. I emphatically concur with your contention that despite the fact that the state has all the assets and gifts to manage the cost of value instruction, it is a direct result of the political framework, against charge political culture, wrong arrangement of advanced education framework, and undue spending needs that it falls behind in the domains of advanced education.

Know Money, Win Money! Chicago Chocolate and Wine Expo (Part I)

Know Money, Win Money! Chicago Chocolate and Wine Expo (Part I) Know Money, Win Money! Chicago Chocolate and Wine Expo (Part I) Know Money, Win Money! Chicago Chocolate and Wine Expo (Part I)Have you got a sweet tooth and/or like to drink wine? Well then have we got a couple of Know Money, Win Money episodes for you! We went to the Chicago Chocolate and Wine Expo, but with everything the  vendors there were offering, it could have been called the Chocolate and Wine and Coffee and Tea and Caramel and Jerky Expo!But for this first video, we focused on the chocolate side. Did you know that cocoa beans were used as currency in Mesoamerica? Long before they were ever brought back to Europe to be transmogrified into chocolate bars, the Mayans and Aztecs created a version of the drink we would call hot cocoa. Emperor Montezuma was such a fan, it was rumored to be all he would drink, and his favorite version was spiced with vanilla, honey, and chili pepper.But what other facts about chocolate might exist? Watch the most recent episode and find out!?Do you know which country eats the most chocolate per capita? Some of the people we asked at the expo did. And some didn’t! While we Americans might love our Hershey Kisses, British blokes and ladies can’t get enough of their Cadbury Eggs, and Uter the German exchange student from The Simpsons can barely run because he’s so full of chocolate, none of the above are the correct answer. It’s Switzerland! Which makes sense. If you’re known for your banks and your chocolates, you’re going to eat a lot of the one that’s edible.Our next question asked what the biggest chocolate company in the world is. Hershey’s probably jumps to mind. Maybe Cadbury does too. It probably helps that we mentioned both of them in the previous paragraph. What about Nestle? No, not Nestle. It’s Mars! Even if you haven’t eaten a Milky Way in a while, MMs are more popular than everâ€"if their Super Bowl ad appearances are any indication. And since Mars makes MMs, that makes them the biggest chocolate company in the world.Now brush your teeth. Know Money, Win Mo ney will be back with the wine part of the expo before  you can empty your glass!In the meantime, check out some of our other recent episodes:Episode 19:  C2E2 Avengers: Infinity WarEpisode 18: Chicago Auto Show (Part 2)Episode 17: Winter Brewfest (Part 2)Where would you like to see us go in future episodes? We want to hear from you! You can  email us  or you can find us on  Facebook  and  Twitter.Visit OppLoans on  YouTube  |  Facebook  |  Twitter  |  LinkedIN

Terrorism And The Terrorist Threat Essay - 1567 Words

the US into a protracted war, and some experts linked the war to the creation of a vacuum through which more terrorist groups have arisen. But even a decade after the war on terror, there remained several agencies believing that â€Å"terrorist networks could be taken down by removal of their ‘masterminds’†, and that â€Å"smart weapons and pilotless drowns could achieve without counterproductive political effects.† (Townshend) And to further compound the issues within counterterrorism, views regarding Islamist terrorism appear to be divided even among the experts. Bruce Hoffman and Marc Sageman, two of America’s leading theorists on terrorism and counterterrorism, held opposite views on how to deal with the Islamist terrorist threat, which erupted into a significant debate between the two in 2008. While Hoffman stressed that Al Qaeda is alive, resurgent and more dangerous than ever, Sageman argues that the threat no longer comes externally from organizations like Al Qaeda but rather from homegrown terrorists. Officials from the White House and the CIA had acknowledged the importance of the debate in their examination of the terrorist threat. While the view held by the former would require the maintenance of vigilance overseas with considerable resources being funneled to the C.I.A, the State Department, the military and the terror-financing sleuths, the latter would allow money to be saved by merely directing it to the local police and the F.B.I. Fatwas and Religious TerrorismShow MoreRelatedA New Paradigm Of Terrorism1537 Words   |  7 PagesSince the 9/11 terrorist attacks many have sought to argue that a ‘New’ paradigm of terrorism exists and therefore that the nature of modern terrorist threats has changed. However, terrorism itself has never been clearly outlined, and as such both Copeland and Duyvesteyn argue current threats to be a continuation of older trends of traditional terrorism. More so terrorism is subjective and therefore current threats depends upon who the target is and who is reporting the attack. On the other handRead MoreDomestic Terrorism And The Security Of The Us1040 Words   |  5 PagesToday, domestic terrorism is one of the major threats to the national security of the US. Since 9/11, the US intelligence services and law enforcement agencies viewed international terrorism as the major threat to the public security of the US but the threat of domestic terrorism has been underestimate d. At any rate, American law enforcement agencies conduct active campaigns to prevent international terrorism but domestic terrorism become a serious threat to the national security of the US. In suchRead MoreTerrorism : Terrorism And Terrorism1586 Words   |  7 Pagesglobal threats around us. World is not like heaven. We need to face many problems in our life. We have some global risk also. This year has been a notably rough year. Some of the worst threats make our people more worried. Many researchers and writers are writing about the biggest threats of the world. Several reports are also made to understand the recent global threats. In order to write something about the recent global threats, one word comes to our mind that is terrorism. TerrorismRead MoreHow Terrorism Law Enforcement Prepares For Terrorism814 Words   |  4 Pageshandling suspected terrorist and potential targets for attacks. Nationwide agencies have been created to better serve local law enforcement agencies investigate potential terroristic threats, and alleviate any unsolved questions of what is required to better protect the security of the U.S. Due to terrorist attacks that have occurred across the world and in the U.S., law enforcement agencies and citizens now have the proper resources to help prevent future terrorist attacks. How Terrorism Law EnforcementRead MoreThe United States Face Challenges And Threats1361 Words   |  6 PagesUnited States face many challenges and threats. The 2014 Quadrennial Homeland Security Review identifies six challenges that pose the most strategically significant risk to the United States over the next five years. These challenges include the terrorist threat, cyber threats, biological concerns, nuclear terrorism, transnational criminal organizations, and natural hazards (Department of Homeland Security, 2014). Of these six challenges, the terrorism threat seems to create the biggest fear and concernRead MoreTerrorism : Terrorism And Terrorism851 Words   |  4 PagesTerrorist attacks are major threats that could occur in any nation. Terrorism is one of those things that can happen at any time. It will strike in small, medium and large cities. Although we will never be able to remove all risk from terrorism, we can definitely reduce the risk through hazard mitigation and disaster preparedness (GBRA, 2011). To better understand terrorism we need to know what it is. Terrorism can be defined as the use of force or violence against persons or property in violationRead MoreEvidence Of The Changing Roles Of Women In Women And Women984 Words   |  4 Pagesof female involvement within terrorist organisations along with increasing numbers of female Islamic terrorists (Bakkers de Leede, 2015; Lavina, 2015). Terrorist organisations traditionally maintained gendered specific roles and women predominantly provided a support type role (Bakker de Leede, 2015). This was in the form of bearing children or recruiters (Bloom, 2011). This has been evolving with instances of women actively engaging in violent Islamic terrorism (Bloom, 2011). High-profile casesRead MoreCyber Terrorism1716 Words   |  7 PagesAmerica was the victim of a cyber terrorism attack; although no definitive evidence is available to substantiate that claim.   Cyber terror attacks pose a threat against the national security of the United States. In order to fully comprehend the threat that cyber terrorism poses, it is essential to understand the background, the effects, the reality of the threat and the future of cyber terrorism. This assessment examines the reality of the cyber terrorism threat, and also questions its validity.   Read MoreInternational Terrorism And The Security Of The United Kingdom1665 Words   |  7 Pagesinternational terrorism represents the greatest threat to the security of the United Kingdom. It will begin by defining, within the context of this essay, what is meant by the concepts of national security, terrorism and international terrorism, and how international terrorism threatens our nation through both direct and indirect means. Throughout, it will identify a snapshot of the current gamut of security threats to the United Kingdom and analyse, through these threats, how international terrorism posesRead More Challenges for US Counter-terrorism Efforts Essay1231 Words   |  5 PagesChallenges for US Counter-terrorism Efforts    As a direct consequence of September 11, a number of substantial challenges lie ahead in the area of counter-terrorism..  Ã‚   The most prominent of these is the changing nature of the terrorism phenomenon.   In past years, when terrorism was largely the product of direct state sponsorship, policymakers were able to diminish prospects for the United States becoming a target using a combination of diplomatic and military instruments to deter potential

The Right For All Women - 999 Words

The thought of voting has come naturally today for all women citizens in the United States. This process of voting though, in the past, excluded African women from executing any major decisions within the society. Voting today is a right for all women, but in the past numerous passionate activists were compelled to fight against the government. An example of such activist is Fannie Lou Hamer. Not only was Fannie a minority of African descent, but also a woman who was willing to achieve the goal of allowing African women to vote. She was willing to not abide by the rules and took risks by voicing all of her goals and opinions. Ultimately, she wasn’t afraid of the consequences, she had a passion for civil rights and vocalized her voice to be clear to others. Fannie was willing to enforce her beliefs to eventually end the battle of segregation that occurred in our nation. Fannie is a woman who will be remembered for her courageous actions that led to partial change within our gov ernmental system. Fannie faced a convoluted time period to grow up within the United States. She was required to abide to the cruelty of the Jim Crow laws. Fannie wanted to prove that African Americans could be successful at higher-level positions. She was born on October 6, 1917 and was part of a large family. Thus her childhood wasn’t the most ideal and ultimately she had to drop out of school, in order to assist the family in the field of sharecropping. One would think that she would lack abilitiesShow MoreRelatedAbortion Is A Legal Right For All Women892 Words   |  4 PagesFrom the creation of the Bill of Rights, the United States of America has ensured life, liberty, and happiness to each and every citizen who resides within its broad borders. Over the course of 200 years, America has undergone several â€Å"revisions† of the law and the Constitution. Over the past several decades, debates regarding Constitutional rights have raged all over America, from state courts, all the way to the supreme court. Recently, the constitutionality of abortion has been a major topic,Read MoreWomen s Rights Rebellion : Should Women Have All The Rights That Men Do?1511 Words   |  7 PagesSyrene Ball Mrs. Blomme Honors I 3 October 2014 Women’s Rights Rebellion Should women have all the rights that men do? Today many people would say yes to this question, some women would be offended by this question, and some men would joke about this question. However, for decades this question has caused much controversy. Many years ago, women had different expectations and much less freedom than they have now, but eventually they decided that was not the way they should be living. There areRead MoreFeminism And Social, Political, And All Other Rights Of Women1565 Words   |  7 PagesAccording to the website Dictionary.com feminism is â€Å"the doctrine advocating social, political, and all other rights of women equal to those of men.† While that statement is not necessarily wrong, it is awfully vague. The reason this statement is so vague is, according to many researchers, because feminism is an incredibly complex concept with many different interpretations. Susan Hekman (2013), for example, interprets feminism to be a radical movement t hat challenges the very fundament of modernismRead MoreAll Men and Women have the Right to the American Dream638 Words   |  3 PagesThe American Dream has been the guiding belief of our western society since the United States Declaration of Independence; all men are created equal, having the same rights and opportunities to prosper. Furthermore, American prosperity is usually shown by the ownership of a home. With ownership of a home, an individual becomes put of a community and contribute to the betterment of his or her community. The members within the community have a sense of belonging with interdependence on one anotherRead MoreEqual Rights for Men and Women?1266 Words   |  6 PagesEqual Rights for Men and Women? Do you believe women should have the same rights as men? - Anthony Schifano (California, USA) Lama:   I do believe that women should have the same rights as men because they make up half the society. Sure, I do believe that women should be treated equally and have same rights as men because the only difference between women and men is their sex and biological structure. Saher:   Of course; women and men are equal. Both genders are human beings who live theirRead MoreThe Declaration Of The Rights Of Women1237 Words   |  5 Pagesof the Rights of Women†, written by Olympe De Gouges, is a document that proves how in the 1790’ s women were trying to break-free from the belief that men have all the rights. This document was published in 1791 and it was made in comparison to the â€Å"Declaration of the Rights of Man† which was published in 1789. Olympe De Gouges wrote this document because she felt that despite having the French Revolution women were not receiving the rights they deserve. In the â€Å"Declaration of the Rights of Women†Read MoreWomen s Rights During The 19th Amendment1414 Words   |  6 Pagesright to vote when the 19th amendment got ratified in the year 1920. Before the 19th amendment, only 4 states gave women the right to vote. The western states gave women the right to vote so that more people could co me to their states. The women suffrage was run by strong women. Two of the women were Susan B. Anthony and Elizabeth Cady. The women got the right to vote because they have been fighting for their rights since 1775, women were striking for their rights at their job to so that they canRead MoreWomen Have Fought For Their Rights For Generations942 Words   |  4 PagesWomen have fought for their rights for generations. Women rights are something you as a women are entitled to do. The right to freedom of speech, the right to vote, work, get an education etc. The Seneca Falls Declaration is very distinct to The National Organization for Women movement they show some similarities in what women were allowed to do and how they reacted to these laws or restrictions. All men and women are created equally having the right for Life, Liberty and the pursuit of HappinessRead MoreEssay Seneca Falls937 Words   |  4 PagesSeneca Falls In the early 1800s, many of the women in the United States were plain and simple getting fed up with their lack of writes. Men had dominated everything in the past and they were still continuing to do so. Women were finally ready to come forward and voice their opinions about how men and women are created equal. It was now time for women to go out and become what ever they want to be and not have to worry about the fact that they are females. The Seneca Falls Convention wouldRead MoreWomens Rights Essay1322 Words   |  6 PagesWomen’s Rights Should all women be equal to their status, opportunities and rights? Every woman should have the ability to express their freedoms and rights, deserve equal treatment within their society and region, and every country needs to reinforce the rules for women. There is no dignity and respect for women universally. Gender equality is still out of reach for many women worldwide. Presently, women have gained legal rights throughout the world. The women’s rights movement changed society

Literary Analysis Of The Catcher In The Rye - 1408 Words

Literary Analysis of The Catcher in the Rye Holden’s story takes place in the 1950s. Because of this, it is necessary that the reader reads the story from multiple points of views. As Foster puts it, â€Å"don’t read with your eyes† (Foster 228) meaning that it is sometimes necessary to read from a perspective that will let you relate to and sympathize with the characters. The time period is shown many times such as when Holden goes dancing and asks a girl if she feels like â€Å"jitterbugging a little bit† (Salinger 72) referencing an iconic dance from that era. What people said and how they said it were very different in the past, and it is important to keep that in mind while reading. Salinger uses violence in his novel to develop an further†¦show more content†¦It can be assumed by these quotes that Holden was diagnosed with a mental sickness following the events he explains in the novel. This connects to Chapter 26 in Foster’s book that discusses the topic of irony. â€Å"You wouldn’t have known it had snowed at all,† (Salinger 88) he says mentioning the weather. He later adds, â€Å"it was freezing cold† (Salinger 88) needing to put on his hunting hat for warmth. It is possible that the snowing throughout the book was chosen to reflect Holden’s isolation from the rest of the world. In Chapter 10 of Foster’s book, he lists several descriptions of snow which include â€Å"an insulating blanket† and â€Å"suffocating†. This perfectly connects Holden to the setting of the story as he is always isolated and fighting for someone to listen to him. Multiple times he goes into bars to meet people and talk to them about serious things, however, he is always brushed off or ignored. Only towards the end of the novel is he finally able to confide to his sister Phoebe. The snowy winds create an isolating setting for the protagonist and his journey of self-discovery. â€Å"Boy it began to rain,† told Holden, as he watched his sister ride happily on a carousel, â€Å"in buckets I swear to God† (Salinger 212). The rain in this scene acts, as Foster put it in Chapter 18 of his book, as a â€Å"rebirth† (Foster 159) or â€Å"new identity† (Foster 159). During this scene Holden is cleansed of his past ideal and childish thoughts. He emerges as a new and more mature person. The waterShow MoreRelatedLiterary Analysis Of The Catcher Rye 1763 Words   |  8 PagesCarla Campbell Campbell 1 English 150 Whetstine Literary Analysis The Catcher in the Rye Catcher in the Rye starts with the main character Holden Caulfield telling us about his life. It seems that Holden is a very troubled individual that is having problems dealing with the past and perhaps the prospect of growing up. He wants to talk but not sure anyone cares to listen. He eludesRead MoreCatcher in the Rye- Holden as a Dynamic Character Essay example660 Words   |  3 PagesAlexa Noelle Mrs. Mow American Studies 27 March 2012 Analysis of Holden Caulfield Throughout the novel The Catcher in the Rye Holden sees the world as an evil and corrupt place, however it is clear that he gradually comes to the conclusion he cannot change it. The first instance demonstrating Holden’s progression is when he sees the profanity written all over Phoebe’s school. In this moment he finally understands that it is inevitable to enter adulthood and realizes the impossibility to tryRead MoreThe Role Of Women In Catcher In The Rye1013 Words   |  5 Pagesfor your question. My research question is: To what extent does J.D Salinger’s novel Catcher in the Rye explore the range of female potentiality in society through Holden’s interactions, thoughts and comments regarding women. This question is still in progress as I am not sure it can successfully reach and essay of 4000 words. Nevertheless, this is the topic I want to base myself around. Catcher in the Rye is a novel that every sophomore had to read as part of their curriculum. This novel wasRead MoreCatcher in the Rye4413 Words   |  18 PagesThe Catcher in the Rye â€Å"Is The Catcher in the Rye, as a work of literature still relevant for today’s youth?† Name: Sara Sigurdson Course: English A1 Supervisor: Mr. Peter Steadman Word count: 3851 Candidate number: 00136022 Table of Contents Content Page Number Abstract 3 Introduction 4 The Actual Catcher in the Rye 4 The Sexual Matter 5 The Caulfield Family 6 Narrator and Protagonist 8 Role Model 9 Mr. Antolini 10 Targeted Audience 10 Guidance 12 Read MoreThe The Rye : The Expression Of Individuality1061 Words   |  5 PagesRahul Gudivada EWA2 Literary Analysis 11/9/15 The Catcher in the Rye: The Expression of Individuality In the bildungsroman Catcher in the Rye, J.D. Salinger employs the struggle of individuality, inevitable maturation, and the childhood corruption of adulthood to reveal Holden’s alienation from society. Throughout the novel Holden is rejected and exploited by the society around him. As he is conflicted with himself to find a purpose in life he constantly tries to connect with a superficial societyRead MoreAnalysis Of The Movie The Sound And The Fury 1688 Words   |  7 Pages The Catcher in the Rye by J.D. Salinger is a modern novel focused on identity. The novel focuses around the life of a confused young man named Holden who is lost in his adolescents and struggling to find his way into adulthood. The Sound and The Fury written by William Faulkner, is a novel that takes place in Mississippi and follows the decline of the Compson family. The construction of the novel is split into four different parts, where each one is narrated by a different character. Benjy, JasonRead MoreAnalysis Of The Movie Holden Talks With Mr. Spencer Essay1569 Words   |  7 PagesAnalysis: This quote is from the part when Holden talks with Mr. Spencer. Since Holden failing all his classes except one, Mr. Spencer is advising Holden about the importance and the impact of his actions in his life. Holden’s perception of adults is depicted when he curses Mr. Spencer in his mind. By nodding silently to Mr. Spencer’s words, Holden actually disrespects adults. We can ea sily perceive that Holden feels alienated when Mr. Spencer tells him that he is one of those people on â€Å"the otherRead More Catcher in the Rye Essay: Holden - The Misfit Hero2101 Words   |  9 PagesThe Misfit Hero of The Catcher In The Rye      Ã‚     The Catcher In The Rye by J.D. Salinger was published in 1951. A recurring theme in J.D. Salingers stories concerns people who dont fit in with the traditional American Culture. Salingers misfit heroes, unlike the rest of society, are caught in the struggle between a superficial world and a conscious morality (1 Wildermuth). In his attempt to create a new and realistic portrayal of the times, Salinger first, effectively creates Holden CaulfieldRead MoreA Psychological Interpretation: the Irony of Holden Caulfield’s Inner Conflict with Society2496 Words   |  10 PagesThe Catcher in the Rye, a novel written by J. D. Salinger is a story about a unique yet troubled boy named Holden Caulfield. Salinger masterfully depicts the story’s protagonist as a well rounded character who feels the full range of emotions. Holden is consumed by the desire to live in a world where he can play the hero and surround himself with love and acceptance. Holden’s need for love and belonging, however, creates an irony because it provokes an intense aversion to society that pushes HoldenRead MoreEtymology and Symbolism of Characters Names in Catcher in the Rye1967 Words   |  8 PagesNames in Catcher in the Rye      Ã‚  Ã‚   Catcher in the Ryes pallid cover, adorned only with seven multicolored bands in its upper-left corner, is not what one would call eye-catching. Its reverse side lacks criticisms or reviews of any sort; in fact, it is bare of anything except a copyright date. Human beings are advised not to judge books by their covers, rather that they should look further than the obvious and try to apprehend the implied meaning. The world has peered past Catcher in the

Balmain Textile Assignment free essay sample

So Balmain started in 1934 to work for the fashion designer Edward Molyneux. Edward Molyneux was known for his extravagant clothes, and a bit over the top style, he was one of the greatest couturiers of that time. Balmain worked for Mr. Molyneux for 5 years. In 1939 Balmain worked for Lucien Lelong where he worked side by side with Christian Dior. Finally in 1945 Balmain was able to open his own fashion house. He designed a ‘new French style’, which was definitely influenced by a post war style. The woman who wore the clothes would represented an active, confident and elegant women. This look and woman was later known as the ‘jolie madame’. It was often compared with the ‘new look’ of Christian Dior, where the waist of the woman is small and where she wears a long bellshaped skirt. In the 60’s Balmain started to experience more with different kind of fabrics, he was clashing and melding new shapes and styles. We will write a custom essay sample on Balmain Textile Assignment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He dressed a lot of movie stars like Bridgit Bardot, Sophia Lauren and Joshephine Baker. So his clientele where people with a lot of money. But in the 70s he broadened his clientele by making also a ready to wear collection. His designs where filled with elegance and slender lines. He developed his company by designing uniforms for the Singapore airlines and he also developed perfumes. In 1882 Balmain died. (1950) (1960) (1970) (1980) After the dead of Pierre Balmain: After the dead of Pierre Balmain the house was managed by Erik Mortensen who was the ‘right hand’ of Pierre Balmain. He kept the style and identity of Piere Balmain by keeping the classical style and luxurious designs. This was also transferred when Herve Piere (in 1990) was creative director. In 1993 Oskar de la renta was the creative director of Balmain, who kept the classical Look and the ‘jolie madame’ look. Gillet dufour (1998) replaced his position, but was later in 2002 replaced by Laurent Mercier. Balmain hit a rough patch and closed for 2 years in 2004. It was in 2006 when Balmain was reinvented. Balmain became more modern and edgier. This was when Chrisophe Decarnin was the head of the house Balmain, now Balmain came to be known as a glamourous, sexy and rock style brand. The dresses became shorter, tighter, edgier and sexier. In that time the famous Balmain jacket was invented, with the broad shoulders. Finally in 2011, Chrisophe Decarnin left the position of creative director and was replaced by Oliver Rousteign, who kept the edgy style. Roustaign added a bit more retro look and also some glitters of the 70s. (Erik Mortensen for balmain) (Oskar de la renta for balmain) (lauren Mercier for balmain) (Christophe Decarnin for Balmain) 2) Brand Identity amp; Style Objectives and style: So if we look at the history and style from Balmain, we see that the style changed from classical and elegant to sexy and edgy. The two different styles have in common that the clothing are designed for confident woman with a luxurious lifestyle. Now Balmain is mostly known for their broad shoulder jackets and their rock edge they give to the close. They are also known for their sexiness and use of leather. This season leather was again used, but also a lot of denim. So to conclude the style is now in general rock, sexy and edgy. Balmain has two lines, one for men and one for woman. The brand is a luxury brand. The price range varies from 1000 and up. This means that they have the enough money to spend on good quality fabrics.

Custom as a Source of Law M P Jain Essay Example

Custom as a Source of Law M P Jain Essay INTRODUCTION TO THE LEGAL PROCESS Note: Only minimum reading materials are reproduced here. Students are advised to familiarize themselves with all the recommended readings and participate in discussions in the class. (a) The object of Law Study (b) Studying Law under the â€Å"Case Method† (c) The Case Method from Student’s point of view. The following extracts are from: (a) Stanley V. Kinyon, How to Study Law and Write Law Examinations (1951) (b) Edward H. Levi, An Introduction to Legal Reasoning (1949) University of Chicago Press. (c) Paper from Professor Jackson, Michigan University Law School (Un-published ) (The essay is based on comments made orally to a Faculty Colloquium of the Faculty of Law, University of Delhi in January and February, 1969 while the author was Visiting Professor of Law) THE OBJECT OF LAW STUDY What is this thing â€Å"Law† which you are about to study? What is the nature of the subject and what are you supposed to learn about it? In one sense, the â€Å"law† is a large body of rules and regulations, based mainly on general principles of justice, fair play and convenience, have been worked out by governmental bodies to regulate human activities and define what is and what is not permissible conduct in various situations. We use the term in this sense when we say that a person â€Å"obeyed the law† or â€Å"broke the law† and a great deal of your work will be devoted to a study of the rules and regulations applicable to different areas of human activity. We will write a custom essay sample on Custom as a Source of Law M P Jain specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Custom as a Source of Law M P Jain specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Custom as a Source of Law M P Jain specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Such rules and regulations are sometimes found in our state and federal constitutions, more often in statutes, sometimes in administrative rulings, and in many instances have been developed by the courts themselves in the process of deciding the controversies that come before them. The term â€Å"law†, however, is also used in a much broader sense to denote the whole process by which organized society, through government bodies and personnel (legislatures, courts, administrative tribunals, law-enforcement agencies and officers, penal and corrective institutions etc. attempts to apply these rules and regulations and thereby establish and maintain peaceful and orderly relations between the people in that society. For example, when there is evidence that some person has killed another, or has robbed or stolen or done some other act disruptive of the public peace of welfare, not only do we assert that he has broken the law but we expect that the appropriate agencies of government will in accordance with the rules of law, apprehend and 2 Legal Profession and the Advocates Act, 1961 ring him before the proper court, conduct a fair and orderly trial to determine his guilt or innocence, and if he is guilty, prescribe and carry out appropriate corrective or punitive measures. Even where no public offence is involved, as where John Smith has an automobile collision with Joe Jones, or breaks a promise made to Joe interferes with his property, or does something else to cause a dispute between them which they cannot peaceably settle between themselves, we expect them to â€Å"take it to court† for a peaceable decision in accordance with the established rules of law. This whole legal process is carried on through the various organs of government by a large number of people legislators, lawyers, judges, police officers, administrative officials, and many others, most of whom must be intensively trained in various aspects of the system. Law schools are engaged primarily in training future lawyers, judges and others who will operate this legal system. Thus the study of law necessarily involves not only a study of legal rules but also a study of the whole legal system through which society attempts to maintain â€Å"law and order†. For, too many students get off on the wrong foot in law school because they dont understand the real object of their law study. They get the idea that all they are supposed to do is memorize a flock of rules and decisions just as they memorized the multiplication tables in school. Such a notion is fatal. Even though you know by heart all the decisions and rules you have studied in a course you can still flunk the exam. After all, you learned the multiplication tables-not merely to be able to recite them like a poem but to enable you to solve problems in arithmetic. Likewise, you are learning rules of law and studying the court decisions and legal proceedings in which they are applied, to enable you to solve legal problems as they are solved by our legal system. It doesnt make any difference whether you are studying law in order to become a lawyer or judge, or merely for the help it will be to you in business, politics or some other field. In any cause you are after something you can use and apply. To be specific you must learn how to take a particular problem accurately classify it as it would be classified by a legal tribunal, discover and apply to it the rules and principles generally applied to controversies in that class, so far as possible, draw the same conclusions and arrive at the same solution as the legal tribunal would, to carry on your own affairs properly, but also to advise others as to their legal rights and liabilities and otherwise take part in the activities of the legal system itself. If, on the other hand, you know a lot of legal rules but can’t apply them and work out a reasonably accurate solution of the everyday legal problems you run into, you simply havent learned what a lawyer has to know. Consequently, whenever you are reading a law book or discussing a problem in class or reviewing, keep this one thing in mind youre not merely memorizing what the courts and legislatures have said and done in the past. That’s history! Youre trying to learn how the legal system works and how to solve future legal problems in accordance with the principles that have been established. Introduction To The Legal Process 3 STUDYING LAW UNDER THE CASE METHOD OR CASE SYSTEM The Case system is based on the idea that the best way to study law is to study the actual court decisions in various types of cases and to derive from them, by inductive reasoning, an understanding of the main fields or classifications in the law and the general rules and principles of law applicable in those fields. The procedure is to have the student read selected cases in casebooks which have been prepared by outstanding legal scholars and then supplement his case reading by lectures, class discussions and a certain amount of outside reading in texts, law review comments and the like. The students work under this system consists mainly of reading and briefing the cases, attending classes and taking notes, and periodically reviewing the work in eac h course). Consequently, if you are studying law under this system you should know the best methods of doing these. Cases and Case Books Before you can properly read and brief the cases in your casebook, it is essential that you understand what they are, how they came to be written, where the author of your case book got them, and what is in them. In some schools this is adequately explained when you start the first years work. In others it is not, and therefore it is probably worthwhile to explain these things here briefly even though some of you may already known them. You obviously cant read cases intelligently unless you know what they are. Cases, as we shall use the term in this discussion, are the published reports of controversies which have come before the courts, including the courts decision and its reasons for the decision. These reports usually deal with the decisions and opinions of appellate courts (courts deciding cases appealed from lower courts). Trial court decisions (those rendered in the first court to which the controversy was taken) are not ordinarily recorded in printed volumes for public distribution, except in the Federal courts, New York and a few other states. In most jurisdictions the pleadings, orders, verdicts, judgements, etc. n the trial courts are merely tied in bundles in the office of the clerk of the court, and the record of the proceedings in trial remains in short hand in the court reporters notebook unless a case is appealed, in that event, however, the appealing party has the record transcribed, printed and sent to the proper appellate court. Printed briefs are also usually submitted by each party to that court setting forth the arguments pros and cons and the authorities relied on. Each party then has an opportunity for oral argument before the appellate court judges at a time prescribed by them. After the arguments have been heard the judges meet in conference and come to some conclusion as to their decision. One of them is assigned the task of writing a statement of the decision and the court’s reasons for making it. This is called the opinion, and when he has finished writing it, he submits it to the other members of the court who either approves it, suggest changes, or dissent, in which case they may write a dissenting opinion of their own. After the majority of judges have approved an opinion, it is â€Å"handed over† together with any dissenting opinions. Then, it is given out to the parties and made public in the one way or another. 4 Legal Profession and the Advocates Act, 1961 After they are published, these opinions of â€Å"cases† are customarily referred to or â€Å"cited† by giving the name of the case, the volume number, name and page of the state report in which it is published if it was decided by a state court, the volume number, name and page of the particular unit and series of the National Reporter System in which it is reported, the volume number, name and page of any other selected case series in which it may have been published and the date it was decided. The Case books which you use in school are made up principally of selected cases taken from these reports (or from English or British Empire reports) and arranged or grouped according to the type of controversy involved in the case, sometimes the author of the case book reproduces the whole opinion verbatim as originally published, sometimes he omits parts of it not regarded as significant, or substitutes a brief statement of his own as to some part which is omitted, but this is always indicated. Therefore a case you read in your case book is normally, an exact copy of what some judge has written in explanation of his courts decision in a particular law suit brought to that court for decision. Reading Cases The fundamental thing in reading cases is to know what to look for. Otherwise you may concentrate on the wrong thing or miss an important point. Perhaps the best way to explain what to look for is to point out what you can normally expect to find in a case and what the judge normally puts or tries to put in his opinion. 1. The first thing you will usually find in a case is a brief statement of the kind of controversy involved. That is, whether it was criminal prosecution, an action of tort for damages, an action for breach of contract, or to recover land, etc. This is usually accompanied by an explanation of how the case got to this particular court; whether it started there, or if it is a matter on appeal (as it usually is), how and why it happened to get there whether plaintiff or defendant appealed, and to just what action of the lower court the appealing party is objecting. . The next thing you will usually find is a statement of the facts of the controversy, who the parties were, what they did, what happened to them, who brought the action and what he wanted. Normally, the judge writing the opinion starts off with a complete statement of the facts, but judges are not always careful to do this and you will frequently find the facts, strewn throughout the opinion. Thus you can never be sure you know all about the controversy until you have read the whole opinion. Sometimes the statement of facts is made categorically on the basis of the courts or jurys findings of fact; sometimes it is made by stating what the plaintiff and defendant alleged in their pleadings; and sometimes it is in the form of a resume of the evidence produced at trial, wherever they may appear, however, and in whatever form they may be, determine circumstances out of which the controversy arose. 3. Next comes a statement of the question or questions the court is called upon to decide the various issues (either of law or fact) which must be settled before a decision on the controversy can be reached. Any of you who have done any debating, understand issues, the breaking up of Introduction To The Legal Process 5 a general problem into specific sub-problems. Some judges are very careful to state the issues clearly; others will leave them to inference from the discussion, or else wander around from one thing to another and leave the precise questions they are deciding in doubt. 4. After the issues comes the arguments, on them a discussion of the pros and cons. This is where logic comes into play. You will recall that there are two main types of logical reasoning inductive and deductive. Inductive reasoning involves the formulation of general propositions from a consideration of specific problems or observations; deductive reasoning involves the application of a general proposition already formulated to some specific situation or problem so that a conclusion can be drawn as to it. In each case the court, having these definite and specific issues or problems to decide, decides or purports to decide them by first concluding what the general rule or proposition of law is as to this type of issue, and then deducting the decision on the issue from the general rule. If there happens to be a statute or constitutional provision prescribing a general rule as to questions like those involved in the case, the judge has his major premise and will devote his argument to a consideration of its scope and applicability to the issues in the case. If there is no statute or other prescribed general rule, the judge will try by induction to derive one from the decisions and opinions to previous cases involving issues similar to those in the present case, or from general principles of fairness, policy and common sense, and then apply it to the issues at hand and deduce his conclusion. . Finally, after the argument on all the issues (and sometimes good deal of irrelevant argument and discussion), the judge states the general conclusion to be drawn therefrom, and winds up the opinion with a statement of the Courts decision. For example: â€Å"Judgement affirmed†, â€Å"Judgement reversed†, â€Å"Case remanded†, â€Å"New trial ordered† , etc. It is to be remembered, of course, that legal opinions do not all follow the same order and are not all cut from the same pattern. They are written by many different judges, each of whom has his own style of writing and his own particular method of resenting a legal argument. Some opinions are not as easy to understand as others and it would be erroneous to assume in reading them that they are all perfect. Courts frequently disagree as to the principles that ought to be applied in certain types of controversy and occasionally the same court will change its view as to the law on a particular point. In reading these cases, you are not trying to find the reasoning from what various courts have actually decided in particular cases the rules and principles most frequently applied and most likely to be applied by them in future cases of that type. Now, having in mind what you can expect to find in the cases, and also the fact that they are not necessarily perfect and seldom embody an unchanging principle or universal truth, you are in a position to read them intelligently. Its not a bad idea, however, to adopt a systematic method of reading them: The following has proved effective, and you might try it as a starter. First get a clear picture of the controversy involved. Get all the facts and issues straight. Consider the following: 6 Legal Profession and the Advocates Act, 1961 What kind of an action it is, Who the parties were, What they did and what happened to them, Who brought the action, what he wanted, What the defence was, What happened in the lower court (if its a case of appeal), How the case got to this court, Just what this court had to decide. At this point, stop for a moment. Look at the problem first from the plaintiffs point of view, then from the defendant’s. Ask yourself how you would decide it, what you think the decision ought to be. Compare this case with others you have studied on the same topic. What result do they indicate ought to be reached here. By doing this you put yourself in a better position to read the courts argument critically, and spot any fallacies in it. We are all somewhat prone to accept what we read in print as the Gospel, and this little device of considering the problem in your own mind before reading the courts argument is a rather effective means of keeping a critical attitude. Now read the argument and the court’s conclusions. Consider the various rules and propositions advanced on each issue and the reasons given for adopting them. See whether the conclusions drawn follow logically from those rules. Then ask yourself whether you agree with the court, and if not, why not. Consider also how the result in this case lines up with other similar cases you have studied. In thus analyzing the courts argument and conclusions it is important to distinguish carefully between the rules and propositions of law actually relied upon by the court in deciding the issues involved in the case (these are called â€Å"holdings†) and other legal propositions and discussion which you may find in the opinion but which are not relevant nor applicable to the issues before the court (these are called â€Å"dicta†). When the case was before the court, counsel for the opposing parties probably availed themselves of the opportunity to prepare fully and present to the court their arguments, pros and cons upon the issues involved in it, and the court thus had the opportunity to consider all aspects of each issue, choose the better result and hold with that view. Dicta, however, not being relevant to the issues before the court, was probably not argued by counsel nor thoroughly considered by the court. It was not necessary to the decision of the case and the court may have stated it casually without considering all aspects of the problem. Courts in each jurisdiction regard their own prior â€Å"holdings† as creating binding precedents which they feel obliged to follow in later cases involving the same issues. This is called the doctrine of stare decisis and makes for stability and predictability in the law. Dicta, on the other hand, being casual and not a matter of actual decision, is not regarded as establishing law which will be binding on the court in a subsequent case. Thus the former case containing the dictum is not a controlling â€Å"authority† on the question although it may be followed in later decisions. Introduction To The Legal Process 7 THE CASE METHOD FROM THE STUDENTS’ POINT OF VIEW One of the important developments of Indian Legal Education in the last few years is the introduction of the â€Å"case method† of teaching in several Indian Law Faculties. The â€Å"case method† sometimes called the â€Å"discussion method† is a term that has been used to describe a wide variety of teaching methods, but the one common element of these methods usually is the use of actual court opinions as the basis of analysis and discussion in the law classes. The advantages of the â€Å"case method† do not have to be repeated at length here. Eminent Indian scholars have already commented on those advantages. Suffice it to say that one basic purpose of the method is to engage the student himself in the process of thinking through the meaning and implication of legal principles as set down in court cases. Instead of the passive role which the student may often take when his teacher 1ectures, in the case method the student must himself actively engage in considering the basis of legal rules and the teacher assumes more the role of protagonist and discussion leader, asking question to students, debating points with them, sometimes playing the devils advocate to force students to think for themselves. The sine qua non of good classes using the case method is prepared by students who have had access to cases prior to class, and who have and analysed those cases. Further more, the students activity in reviewing his subject matter and preparing and writing examinations will often be different when the case method is used, from that which it would be under a lecture method. For one thing the examinations themselves are usually different. When the case method is used as a teaching technique, examinations usually take the form of hypothetical fact situations, i. e. hypothetical case, calling upon the student to decide the case and give his reasons, or calling upon the student to play the advocates role and write the best possible arguments for one side or another of the case. Each student has his own unique way of studying, which suits him and is most productive for him. He will adapt his study habits for the case method. However, it might be useful for him to know how students who have been studying under the case method for some time, go about their studies. If the Indian student knows this, he may find some aspect or other useful and adaptable for his needs. These study methods can be divided into five parts: 1) study before class; 2) the classroom discussion; 3) study or review study after class; 4) preparing for the examination; 5) writing the examination 1. Study before class: Assuming one or more cases have been assigned to students to read and prepare for discussion in the next class, how can one best understand that case or these cases? He can, of course, simply read them and take notes. But one of the important aspects of the case method is 8 Legal Profession and the Advocates Act, 1961 learning a method of analysis for law cases. If the student approaches his case reading with a framework for such analysis, he is likely to derive more benefit from his reading, and be able to contribute more in the classroom discussion. Students’ practice in the case method is often to use a key or guide for analysing law cases. The key or guide has four parts: the facts, the essential question, the answer or court decision on that question, and the reasons for that decision. Each law case can be analysed into these four parts, and such analysis is often called a â€Å"case brief†. Let me be more specific. The case brief (which many law teachers require students to prepare on paper in their notes, and to bring to class) should be a short synopsis of the law case organised along the four parts mentioned above, as follows: F: (Facts: a brief two or three line summary of the essential facts of the case i. e. those facts necessary for the decision. ) Q: (Question: a one line question formed to pose the major issue in the case). D: (Decision: The court’s holding: Something this can be â€Å"Yes† or â€Å"no† in answer to the question. The courts order can then be stated, e. g. â€Å"affirmed†, â€Å"appeal dismissed†, etc. R: (Reasons: Here the reasons can be listed in number outline form). The whole case brief should be indeed â€Å"brief†, that is, it should not be a long type written or handwritten affair which attempts to include everything which the case itself includes. It should contain only the most salient points, in abbreviated form. Often the page number in the case-book can be jotted in the brief next to relevant reasons, to remind the student where he can find that point in the book so that he won’t feel it is necessary merely to copy out, word by word, any portion of the case. The emphasis in all such preparation should be on thinking an analysis, not on copying or memorizing. The brief should always be available to the student to refer to in the classroom, and also at a later stage when he is reviewing. Now let us turn to an example. Let us take the case of Abdul Azis vrs. Masum Ali, an Indian contract case reported at 36 Allahabad 268 (1914). The following might be one students case brief of this case. You will note that abbreviations are used whenever possible. (df = defendant; pl = plaintiff: lc = lower court; tc = trial court; ap = appeal, etc. ) F: Subscription for mosque f MAK was treasurer He pledged Rs. 500/- to subscription JM gave cheque to MAK for Rs. 500/MAK presented cheque which was refused as irregular. 1 year later MA, presented it again as corrected, but now refused as too old. MAK died. PL mosque committee sues MAKs heirs both for MAKs pledge and for JM’s cheque amount. Later MJK died. Introduction To The Legal Process 9 P: facts: (procedure facts): tc for pl on MAK pledge, for df on JMs cheque question App. Ct for pl on both. : Q: Can pl recover on charitable promise here? Can pl recover on cheque mishandling here? D: No to both (Dismiss both causes) R: Ist Cause of Action, the pledge: â€Å"mere gratuitous promise†, no consideration. MAK as Treasurer? but he did not â€Å"set aside† funds. 2nd Cause of Action cheque mishandling: No duty to handle correctly. Voluntary office of treasurer could cease anytime. Now in the classroom discussion many facts of this case can be brought out, and attention may be directed to provisions of the Indian Contract Act which the court may have overlooked. Nevertheless, the student can prepare the above case brief before class, and if he does so he will be forced to look for the key facts and the key question in the case. He may, particularly at the beginning, often be wrong in his case to judge as to what are the key facts or questions, but during classroom discussion this should become apparent to him, and he will learn by this process. This is the first step of effectively learning through the case method. 2. The Classroom Discussion: In class, the student should have his brief in front of him. The teacher may call on a particular student to begin the discussion by stating the case, i. e. by stating in turn the facts, question, decision, and reasons, from his case brief. Discussion can proceed on each of these, as to whether the student has been correct in his analysis, whether another way to analyse the case might be better, whether the existence of particular facts were essential to the holding and if so why, what is the precise holding or â€Å"precedent† value of the case, and whether the court was correct either in its holding or in its reasoning. The student should try to take brief notes during class to jot down the important points brought out in class. One way which some students find useful in doing this, is to prepare each case brief on a new page of notebook, paper. If the brief takes about one-half page, then the student can lay down his notes from the classroom discussion just below his case brief, and on the book of the page. Thus both his case brief and his classroom notes are located together for easy reference at a later stage. 3. Study or Review after Class: It is always useful, if there is time, to review the subjects which were discussed in class immediately after that class, to add to one’s notes, and to clear up any questions one has in his mind. When the classes have completed each section or each chapter of a case book, i. e. t the end of each sub-division of the course material, the student should begin the vitally important process of â€Å"outlining† the subject matter of that portion of the course. At this stage he will have before him all his case briefs and classroom notes on all the cases assigned for that portion of the course. He will also have his case book, with its questions and notes. He should then try to inductively assimilate this â€Å"raw material† into a logical consistent set of principles. This is a key 10 Legal Profession and the Advocates Act, 1961 step in his thinking and learning, and one vitally different from the lecture method. Here the student must himself take the raw data of the law, the court opinions and derive from them the general rules, exceptions, and reasons which in the lecture method might simply have been presented to him for memorization. It is the process of doing this for himself that brings insight and understanding to the student. He can, of course, turn to treatises and text books to assist him in this process (in a sense, his outlining is a process of writing his own text book), but it is always better to try to outline himself first, before turning to someone elses work. If this outlining is short circuited, then the student misses the understanding and he will be unable to cope with a well constructed examination which should attempt to test his understanding and not just his memory. 4. Preparing for the Examination: At the end of the term, the student should complete his outlining for any portions of the course for which he has not completed it before. He then can use these outlines for review purposes, dipping back into his case briefs, classroom notes and case book as needed to refresh his recollection. One effective technique of studying at this stage, which many students use, is a small discussion group, usually of three students in the same course. These students can compare their outlines, explain to each other the points they include in them, and test each other orally by posing questions and hypothetical cases to each other, for discussion. 5. Writing the Examination: Here a few simple guidelines may help. First, allocate your time wisely. If the examination is three hours in duration and five questions must be answered, allocate one-half hour to choose your questions, and then one-half hour to write each answer. Be ruthless about stopping at the end of a half hour on a question, because if you are forced to leave out (or hurry through) any question, this is likely to penalize you in your score more than leaving out a few final fine points of another question. Second, outline your answer before you begin to write. Particularly with the problem or hypothetical type examination question, it is important to spend about one third of your allocated time in analysing and thinking through the problem. Jot down on a spare piece of paper a rough outline of your answer, and only then begin to write. Third, write legibly. These are a few of the methods which many good students have used for year and years, when they have studied law by the â€Å"case method†. You may find some of these methods useful in your own study. The important thing to remember, is that the purpose of the whole processstudying, classroom discussion, examinations, etc. is to give you a basic understanding of the law, its sources, its rules and their limitations and the reasons for those rules. Now let me turn to a few additional points that may be useful in studying under the case method. It is important to realise that there are a variety of view points from which a case or rule of law can be approached. It is not enough to simply ascertain â€Å"what is the law†, in some general abstract sense. There are other relevant questions which can be posed also, such a

A Basic Lesson in Latin Prepositions

A Basic Lesson in Latin Prepositions In his 19th century book on prepositions in Latin, Samuel Butler writes: Prepositions are particles or fragments of words prefixed to nouns or pronouns, and denoting their relations to other objects in point of locality, cause or effect. They are found in combination with all the parts of speech except interjections....A Praxis on the Latin Prepositions, by Samuel Butler (1823). In Latin, prepositions appear attached to other parts of speech (something Butler mentions, but is not of concern here) and separately, in phrases with nouns or pronouns prepositional phrases. While they can be longer, many common Latin prepositions are from one to six letters long. The two vowels that serve as single letter prepositions are a and e. Where Butler says the prepositions help denote relations with other object in point of locality, cause or effect, you might want to think of prepositional phrases as having the force of adverbs. Gildersleeve calls them local adverbs. Position of the Preposition Some languages have postpositions, which means they come after, but prepositions come before the noun, with or without its modifier. Ad beate vivendumFor living happily has a preposition before an adverb before a gerund (noun). Latin prepositions sometimes separate the adjective from the noun, as in the graduation honor summa cum laude, where summa highest is an adjective modifying the noun laude praise, and separated from it by the preposition cum with. Since Latin is a language with flexible word order, you may occasionally see a Latin preposition following its noun. Cum follows a personal pronoun and may follow a relative pronoun. Cum quo or quo cumWith whom De may follow some pronouns, as well. Gildersleeve says that instead of using two prepositions with one noun, as we do when we say its over and above our duty the noun will be repeated with each of the two prepositions (its over our duty and beyond our duty) or one of the prepositions be turned into an adverb. Sometimes prepositions, reminding us of their close relationship with adverbs, appear alone without a noun, as adverbs. The Case of Nouns in Prepositional Phrases In Latin, if you have a noun, you also have a number and case. In a Latin prepositional phrase, the number of the noun can be either singular or plural. Prepositions almost always take nouns in either the accusative or ablative case. A few prepositions can take either case, although the meaning should be at least subtly different depending on the case of the noun. Gildersleeve summarizes the significance of the case by saying the accusative is used for whither? while the ablative is used for whence? and where? Here are a few of the common Latin prepositions divided into two columns depending on whether they take the accusative or ablative case. Accusative Ablative Trans (across, over) Ab/A (off, of from) Ad (to, at) De (from, ofabout) Ante (before) Ex/E (out of, from) Per (through) Cum (with) Post (after) Sine (without) Those single vowel prepositions can not appear before a word starting with a vowel. The usual form is the one that ends in a consonant. Ab can have other forms, like abs. There are subtle distinctions between several of these prepositions. If you are interested, please read Butlers work.

Are the Challenges Facing Contemporary Africans the Product of Research Paper

Are the Challenges Facing Contemporary Africans the Product of Internal or External Historical Forces - Research Paper Example This despite a lot of efforts being channeled towards solving these problems, a lot of foreign aid is used to help these particular societies. Even though many non-stake organizations put of attention towards trying to solve these problems, still there are a lot of challenges. The main problem remains as the most potential strategies to salvage Africa from the problems; what or when will Africa much other continents social, political and particular economic strength? Many African scholars such as Ngugi wa Thiongo and Chinua Achebe1 have always associated the problem facing the African continent today as a result of the coming of Europeans to Africa. The introduction of western culture and civilization, which according to these writers brought the continent to its knees and began to creep into Africa when foreigners mainly Europeans started arriving into the continent. They criticize Europeans as having the quest to impose imperial ideologies and pilfering African resources, and it is this foundation that African scholars fill continued to infiltrate the continent even after independence. In the 21st century, the following are some of the principle challenges facing Africa as a continent. External Factors Economic constrains The economic effects laid down by colonialism continue to be felt by the five million inhabitants of Africa. Many African scholars such as Dr Ibrahim Farah do maintain a strong feeling that colonialism should be viewed as a progressive integration of Africa into the world capitalist system where it was given the role of producing raw materials for the western industrial products. This colonial economy also diverted Africa societies to divert Agriculture to production of primary goods and cash crop which have led to the continuous hunger situation in the continent. Africa elites blame the colonial economy for encouraging Africa to produce ''more of what was needed least rather than more of what was needed most'', this is what explains why Afr ica has continued to sink into the balance of payment deficit e because the income they fetch from their exports is far much less than the revenue they spend on imports2. Rodney goes further to echo the same sentiments when he argues that the systematic corrupt enterprises established by the colonies to expropriate African natural resources to Europe. This facilitated what is today seen as under-development of Africa while it engendered the development of Europe. It is how the colonial master led to the re organs action of African economy that has today altered the manner in which people produce, consume and create things within the continent-colonialism came with new-liberalism a phenomena that seeks to enforce the principle law of demand and supply that is forces of demand and supply should be left to make the leading role in the market structure distorted the African way of life, which was communal and appropriate for the African setting. In addition this system substituted it wi th liberalism which was foreign and in this case alien for the African societies. Socially, colonialism as an external factor responsible for the problems facing African continent today greatly affected the close knit family structure and fragmentation of social relation. Colonialism is also responsible for urbanization that led to rapid exodus of masses from rural areas to urban centers. This had two

COM 263 assignment # 3 Essay Example | Topics and Well Written Essays - 500 words

COM 263 assignment # 3 - Essay Example By understanding this, she could choose her words to convey the intellectual meaning without the cultural identity becoming an obstacle. This would extend to her non-verbal communications such as attire, stance, and demeanor. Cross culture communications requires that we look at ourselves and reach beyond our limitations in an effort to fit ourselves into the situational context and become more universal (Fitzgerald, 197). Understanding our own cultural identities is the building block that intellectual communication is based on. Being a woman and returning to school as an older student has influenced my ability to communicate effectively between cultures. As a woman, I must be aware that my communication may become genderized. When speaking to a male or mixed audience, it is imperative that I understand the communication methods I have acquired as a female as well as the perception of the audience. If I am speaking to a diverse audience that has various ethnic groups or races, it is important that I understand how my identity is viewed by their culture. If I were speaking about the right of a woman to equal pay for equal work, my vocabulary and presentation would vary depending on if I am speaking to a black woman or a Muslim man. As an older student, I can be caught mistakenly thinking that I know more than lifes experience has actually given me. My skills at presenting a case for a viewpoint may be lacking even though I have an emotional understanding of the argument. My identity as older does not directl y coincide with that of being a better student. When communicating with other students, age may garner respect or the opposite may occur. Only by understanding my own identity can I find ways to communicate more clearly and effectively deal with this obstacle. In the situation of working in another department temporarily, there are several identities that are brought to the situation. An important identity is that all the people work for the same company.

Witches in Macbeth Their Importance and Role Essay Example for Free

Witches in Macbeth Their Importance and Role Essay They leave Macbeth to interpret the greetings himself. They plant the seed of ambition into his mind when they predicted all glorious titles to him. They are very influential and can predict future, due to which Macbeth bases all of his decisions on what the witches have told him. When Macbeth has his second meeting with the witches, the scene where Macbeth goes to seek the help of the witches, and as they know he is coming they prepare a potion for him to drink. The witches know what the outcome of what they said would be ecause apparently witches were not only able to predict the future but also the outcome of each decision that the characters in the play would take and how these characters would change, from noble to evil. This again shows how their role in the play is very important. When Macbeth reaches the cave the witches say, â€Å" By the pricking of my thumbs, something wicked this way comes,† (act 4 scene 1 lines 47-48 ) This clearly shows that the witches have noticed the change in Macbeth as they refer to him as being evil. The witches lead him to think about murder, being the King and power. Their plan works and soon after in a conversation with Banquo, we see, that murder is going through Macbeth’s mind, in soliloquy, when he mutters to himself, when Macbeth says, â€Å" My thought, whose murder yet is but fantastical† (act 1 scene 3 line 151 ) Not only do the witches spur on his want to be king but they even try to entice Banquo by telling him, â€Å"Thou shalt get kings, though thou be none†, (act 1 scene 3 line 71) meaning his heirs will be kings. Later on in the play Macbeth, when he is king, sets his mind back to this moment and makes him think that Banquo is a threat as his heirs will be Macbeth’s successor. This idea, along with the fact that Banquo knew about the witches and Macbeth’s thoughts on murder, leads to Macbeth wanting Banquo dead. Even though the witches’ greetings affect Macbeth and lead to the murder of Duncan and Banquo, they do not actually directly tell Macbeth to commit these actions. However if the witches had not greeted Macbeth, he would not have ultimately killed Duncan. The apparitions are very much like the witches greetings. When Macbeth’s questions are un-answered, it tell us that the witches have set the apparitions up to tell Macbeth the information which will affect later decisions, which in fact lead to his death. Macduff would not have hated Macbeth so much if Macbeth would not have killed Macduffs family. The apparition tells, Macbeth! Macbeth! Macbeth! Beware Macduff; (Act4 Scene1 line 83) and after the news of Macduff’s flight to England, Macbeth gives orders for Macduffs family to be killed. So the witches play an imperative part in the outcome once again. The witches also convinced him to continue to walk along the bloody path by advising him to be ‘bloody, bold, and resolute’ and to have ‘no fear’. These predictions gave Macbeth confidence to murder more victims. They also encouraged Macbeth and enabled his conscience to murder as to fulfill the witches’ prophecies.

The Nursing Shortage Essays -- Nurse Medical Medicine Health 2014

Table of Contents The Problem 2 The Causes of the Nursing Shortage 2 The Impact of the Nursing Shortage 5 Current Federal Legislation 6 Alternatives 8 Recommendations 9 Works Cited 11 The Problem Current literature continues to reiterate the indicators of a major shortage of registered nurses (RNs) in the United States. The total RN population has been increasing since 1980, which means that we have more RNs in this country than ever before (Nursing Shortage). Even though the RN population is increasing, it is growing at a much slower rate then when compared to the rate of growth of the U.S. population (Nursing Shortage). We are seeing less skilled nurses â€Å"at a time of an increasingly aging population with complex care needs and an increasingly complex technological care environment† (Mion). According to recent data from the Bureau of Labor Statistics and the Department of Health and Human Services, it is estimated that â€Å"more than a million new and replacement nurses will be needed over the next decade† (Diagnosis: Critical). A chronic nursing shortage has been a reoccurring problem that impacts the future of our health care system and, even more so, the future quality of long-term care in this country. Currently, there are several federal and state initiatives, organizations, and agencies dedicated to solutions of the shortage. However, we continue to lack the necessary number of RNs needed to deliver quality care to a population with growing health care demands. The Causes of the Nursing Shortage There are several factors that are considered the causes of the nursing shortage. Literature suggests that the shortage is linked to factors related to current population trends and the nature of the health care e... ...rvey.htm>. Spetz, Joanne, and Sara Adams. "How Can Employment-Based Benefits Help the Nurse Shortage?" Health Affairs 25 (Jan.-Feb. 2006): 212-218. ProQuest . Ithaca Coll. Lib., Ithaca, NY. 10 Dec. 2012. . "State Legislative Initiatives to Address the Nursing Shortage." American Association of Colleges of Nursing. Oct. 2006. 11 Dec. 2012 . "Toward a Method for Identifying Facilities and Communities with Shortages of Nurses." Health Resourses and Services Administration. 2004. U.S. Department of Health and Human Services. 5 Dec. 2012 . "What Works: Healing the Healthcare Staffing Shortage." Modern Healthcare 37.29 (July 2007). ABI/INFORM. ProQuest. Ithaca Coll. Lib., Ithaca, NY. 2 Dec. 2007   Ã‚  Ã‚  Ã‚  Ã‚  .

College Essay Essay

One of the greatest challenges i believe that our generation will face is finishing high school, going to college and getting a job. One of the reasons that most teens wont finish high school is because alot of them are often peer pressured into doing things that will delay or prevent them from finishing such as getting pregnant, getting caught up in gangs and drugs. Another reason that teens may not finish high school is because they may not get required services that they need in order for them to do well or even understand the content of the work. Also teens may go to schools that are poorly funded by the state so they may not be able to get the supplies and books that they need for the classes. The school may also be a failing school and it may shut down before students get a chance to graduate and the students may not bother trying to look for another school. Teens can also be discouraged from finishing high school because of things that may be happening in school. Some people may have a hard time making friends which can make them lonely and not want to go to school or they may be a victim of bullying by others which may cause them to drop out. Going to college may be a challenge for our generation for several diffrent reasons. One reason that teens may not go to college is because of the household that they come from. The people in their household may not have went to college so it might give the teen the mindset that if they didn’t go then i shouldn’t have to go. Another reason may be the type of neighborhood they live in. They may live in a more urban neighborhood where people that live there or were raised there aren’t expected to go to college. It may make the teen skeptical to want to go because of what people may say about them if they do. A big reason is that the person may be indecisive as to what they want to do as a career. The major reason that most teens dont go to college is that even though they were accepted for financial aid they still may not be able to afford school. Getting a job may be challenging for our generation because majority of the teens applying for these jobs dont even have the bare minimum requirement which is a high school diploma because they never finished high school. Another reason is that after they finish college and get their degree they may not be able to get a job in their choice field of career. They may also only have an associates degree which may not be enough college education for that particular job. Another reason is the rate of unemployment. Many people are getting laid off because the company they work for doesn’t have enough money to pay them. If the companies dont have enough money to pay their best and most experienced workers how can they subsidize a teen. The major reason that they cant get a job is because most teenagers are lazy and dont want to get up and look for a job. They expect everything to be handed to them or they opt to take the easy way out and sell drugs or their bodies.

The Traits of a Serial Killer Present in James Clayton...

In the life of James Clayton Vaughn Jr. he portrayed a plethora of psychological characteristics that correlated to the serial killer he was. One may ponder what creates a serial killer and what exactly a serial killer is. There are many things that define a serial killer’s psyche antisocialism being one of the many. Moreover, Vaughn claimed to have certain compulsions that made him complete tasks that he ordinarily would not do which demonstrated him to have obsessive compulsive disorder. Another characteristic Vaughn displayed that he and his fellow serial killers shared were their psychopathic personalities. The abundance of psychological traits present in James Clayton Vaughn Jr. has progressively influenced the many negative deeds he has participated in throughout his lifetime. The concept of mass murder and serial murder has been severely intertwined and the two different concepts have become codependent. To be defined as an actual serial killer, one must: kill more than one person at two different times, kill in geographically different areas, and the motive must not be for monetary gain. For example, according to Wikipedia.org, â€Å"A serial killer is traditionally defined as a person who has murdered three or more people over a period of more than a month, with down time (a cooling off period) between the murders. The motivation for killing is usually based on psychological gratification.† However, mass murder is an one time occurrence in which the criminal kills