Raw Milk US National Marketing Strategy Essay Example | Topics and Well Written Essays - 1500 words - 2

Raw Milk US National Marketing Strategy - Essay Example It is evidently clear from the discussion that retail Raw Milk includes fluid whole milk, hand-skimmed cream, and milk, which has been hand-skimmed. This means a plant cannot use a homogenizer, separator or any other automated apparatus to isolated raw milk from cream. Retail Raw Milk does not include chocolate or flavored milk, or cultured fluid milk. It cannot be applied in producing other food products such as yogurt, butter, puddings, or ice cream. Despite recommendations by the American Academy of Paediatrics (AAP), American Medical Association (AMA), Centres for Disease Control (CDC), and Food and Drug Administration (FDA) that raw milk not be sold directly to consumers due to it having harmful bacteria like Campylobacter jejuni, Salmonella, Escherichia coli 0157:H7 and Listeria monocytogenes, raw milk sale is legal in 32 (64%) of the American states. 9 states have made it illegal to sell raw milk, 17 have made it illegal to sell raw milk for human consumption, while the remain ing states have some form of legislation that regulates raw milk trade and consumption. It is projected that there may be changes in raw milk-associated legislation as more states debate the issue. There are no laws prohibiting raw milk sale for other animals’ consumptions though there is, however, a federal ban on interstate trade on raw milk for human consumption. Raw milk, from cattle fed in the grass, has been promoted as a source of naturally occurring conjugated linoleic acid (CLA) and antimicrobials in solution. It is important to note that production of raw milk follows more stringent hygiene standards than milk meant for processing/ Raw milk is a low involvement product as it is cheaper than processed milk, frequently purchased as a matter of routine, and has a short shelf life. For the low involvement products, the consumer gives very little thought and forms no feeling of the product until after purchase and consumption.

Notion Of Aura Used By Walter Benjamin Cultural Studies Essay

Notion Of Aura Used By Walter Benjamin Cultural Studies Essay Walter Benjamin was a Jewish intellect who lived in Germany during a period of anti-semitic feeling and WWII. His work was influenced by Jewish mysticism and historical materialism. Both the era in which he lived and his religion strongly impacted on his thinking. He is associated with the Frankfurt school. The Frankfurt School refers to the work of those philosophers, cultural critics and social scientists who belonged to, or were associated with, the Frankfurt Institute for Social Research (Edgar et al 1999 p129) The institute developed a Marxist approach which it is now associated with and no doubt contributed to Benjamins historical materialism. In The work of art in the age of mechanical reproduction Benjamin addresses the ways in which mechanical reproduction spoils the uniqueness and authenticity of the work of art. He called this uniqueness and authenticity the aura. Aura is the particular power which an image or object has by virtue of its singularity, authenticity, and embeddedness in the fabric of tradition (Gilloch 2002 p182) Benjamin believes the aura of art has changed due to mechanical reproduction and sees the increasing reproducibility of art as directly related to the strength of its aura. Art in the age of mechanical reproduction explores the differences and consequences of the politicisation of art and the aestheticisation of politics. Benjamin describes works of art and some natural objects as having an aura. By aura he meant the trait of authenticity and uniqueness that constituted the artworks distance from everyday life, the notion that art was something that required contemplation and immersion on the part of the spectator (Gentz p116) A natural object such as a mountain could be said to have an aura because it has a personality and life independent of us. It is distant, is the only one of its kind and is tied to its surroundings and location. Similarly, a masterful painting is considered unique in that no person can reproduce it with complete accuracy. Even the most perfect reproduction of a work of art is lacking in one element: its presence in time and space, its unique existence at the place where it happens to be. This unique existence of the work of art determined the history to which it was subject throughout the time of its existence. (Benjamin p4) The paintings value comes largely from its exclusivity . A painting may be called permanent partly because museums, galleries etc. are devoted to keeping them intact and partly because history insures that the artists identity and the contextual significance of the work of art survive through the ages. But in another, less well-known sense, aura refers to the investing of an object with human qualities and emotions. We imagine not that we are looking at an inanimate thing, but that this thing can look back at us. We become caught up in a reciprocal relationship with it, just as with another person (Butler 2002) One could question whether uniqueness or authenticity could really be used as According to Benjamin the use of technology such as lithography changed the way in which art is produced and consumed. With lithography the technique of reproduction reached an essentially new stage (Benjamin p3). Lithography enabled many copies to be printed and expanded the potential audience who could view the art considerably. After this, the introduction of the illustrated newspaper and later, photography increased the rate of production and the size of the audience who consumed it. The use of photography was a turning point in the history of artistic aura. But only a few decades after its invention, lithography was surpassed by photography (Benjamin p3). After this the introduction of film was a further step towards mass communication. These technologies enabled art forms to be enjoyed by the masses. Art was no longer reserved for the wealthy and inaccessible to the general public. Film created even greater changes as it allows performances to be recorded and repeatedly enjoyed . Mechanical reproduction, therefore, has brought great changes to the consumption and availability of art. Both film and photography completely changed the idea of what art is. These changes in the production of art are what, according to Benjamin, spoiled the authenticity and uniqueness of the work of art i.e. its aura. For the first time in world history, mechanical reproduction emancipates the work of art from its parasitical dependence on ritual (Benjamin p9) He also believes that a work of art has now become a thing that is designed to be reproduced From a photographic negative, for example, one can make any number of prints; to ask for the authentic print makes no sense (Benjamin p9). However, no matter how perfect a reproduction may be, it will always lack a place in time and space and unique existence. Benjamin gravely disapproves of the lack of history that mechanical reproduction allows. He believes that without a testimony to history the aura of an object is destroyed. A plurality of copies is substituted for a unique existence. The aura of the object is destroyed through mechanical reproduction and this coupled with the ability to meet the perso n in his own environment are the two main reasons for the shattering of tradition that Benjamin speaks of and both are connected to the mass movement. Prior to the age of modernity, art was predominantly religious. Art of this type has what Benjamin describes as cult value. For Benjamin, works of art in our society often have with them a specific cult value, or value that is not subscribed to the artworks themselves, but, rather to the context in which the artworks were either constructed or situated (Cala 2010, p283) He explains that this form of value is no longer relevant, as art produced using modern methods of production no longer have an authentic element. For example, From a photographic negative, for example, one can make any number of prints; to ask for the authentic print makes no sense (Benjamin p9) The exhibition value of art is emphasised in the modern age . Benjamin feels that art is no longer produced for arts sake but for political reasons. Film and photography could be said to be prime examples of this. Reproducibility leads to the demise of the artworks cult value. It is no longer hidden away in those hallowed spa ces of bourgeois culture frequented by the privileged few (Gilloch 2002 p185) The destruction of the aura with regard to film is as a result of two distinct advances. They are the relationship between the actor and the audience and the mass nature of film. In film, the actor does not perform to an audience and the performance does not occur in one long piece but in scenes that can be recorded in any particular order and put together at a later time. The audience is distanced from the actor and Benjamin says that they take on the role of a critic as there is no personal contact with the actor This permits the audience to take the position of a critic, without experiencing any personal contact with the actor. The audiences identification with the actor is really an identification with the camera. Consequently the audience takes the position of the camera; its approach is that of testing. This is not the approach to which cult values may be exposed (Benjamin p13). The audience do not stand back and admire this art form and therefore it can be said that film has a ltered arts very nature and in this way it promotes the detachment of film from the realm of the beautiful semblance which, so far, had been taken to be the only sphere where art could thrive (Benjamin p15) The mechanical reproduction of film changes many of the original notions on art. One of the most radical ideas contributed by film is the promotion of a revolutionary criticism of traditional concepts of art (Benjamin p15) In Benjamins mind, the production of film is the ultimate expression of the aestheticsation of politics as it was revolutionary and changed the way in which people interpreted and saw the outside world. The invention of film allowed people to escape for a short time ultimately masking them from reality. Benjamin realized that film had the power to be used for political purposes and that it was well suited to propaganda. Film had the power to attract and hold the attention of the audience in order to shape their beliefs on the dominant political ideology without questioning. Its apparatus is perfectly suited for propaganda in both a positive and negative way. In fascism, film was used to celebrate the cult leader with whom the masses could identify without being urged to denounce social inequality. (Van den Braembussche 2009 p189) Benjamin also discusses another way in which mechanical reproduction affects society by discussing the change in the social status gap. Before mechanical reproduction a work of art would be a singular object unique by its individuality. Important works of art would be kept in private dwellings by someone of high social status and other places such as cathedrals, castles or private museums. These works of art would be inaccessible to anyone in the lower classes who were considered not worthy of viewing them. These private works of art defined the owners status due to the exclusivity of the art and its exhibition value. Due to mechanical reproduction the value of art took a dramatic shift. A piece of art was valued by its uniqueness and its aura. Today, an image is valued not in its uniqueness but rather in its aesthetic, cultural and social worth. With the introduction of mechanical reproduction the social gap between those who viewed art and those who didnt began to close. There was an increased circulation of images and documents that were very rare and used by the higher classes. Once mechanical reproduction became widespread these rare images and diagrams were shared by all classes increasing public education and thus closing the status gap. Technology meant that art could be reproduced and consumed by the masses, which Benjamin saw as a democratising feature. Benjamin envisioned a time when art was no longer reserved for the elite, but could be enjoyed, discussed and interpreted by anyone (Gentz p116) Benjamin influenced the work of Theodore Adorno. Adorno also wrote about art as having an aura. Adorno agrees with Benjamin in some regards such as that the aura has declined in this age of mechanical reproduction and that the aura of art is declining in the modern era. However he disagrees with Benjamin in other areas such as the reason for this decline. Adorno criticised Benjamins The work of art in the age of mechanical reproduction in a letter he wrote to Benjamin. He critisised the manner in which Benjamin used his concept of aura. Adorno criticises the way Benjamin transfers the concept of magical aura to the autonomous work of art' (Van den Braembussche p189 ) Adorno thought that Benjamin made it appear that only autonomous works of art are characterised by aura.

The decisive stage of Balkan civilisational development :: essays research papers

In the last decade of the 20th century, the Balkan region and the broader area of South Eastern Europe, a number of states with old traditions or new emerging transformations, have entered into a recurrent, historically decisive stage of their civilisational development. The characteristic parameters are: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  an exceptional dynamism, instability and contradictory processes, events and phenomena; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  noticeable and periodical ethnic - minority, confessional, territorial and other problems and contradictions which unfavorably influence the general stability of the region and mutual relations among the Balkan states; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  non - equality of the countries from the region regarding the guarantees of their national security which depends on whether they are members of the European and Euro - Atlantic economic and political structures and organizations or not; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  an imbalance in their arms and armed forces as a result of the accumulated differences in military and economic potentials of the states in the region and the old bioc approach to the composition and implementation of the agreements in this area; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  periodically tense socio - economic problems and crises, which have turned into a characteristic feature of the internal political situation in the states of the region; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the strong aspirations of all countries in the region, bar none, towards an accelerated, full and equal integration into the European economic, political and military structures, combined with attempts at establishing and strengthening mutual confidence, cooperation and a general Balkan dialogue; †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the continuing geo-political restructuring, both relations to the political powers in the countries of the region and in the sub - regional and regional levels. The basic factors from a political, economic, military and humanitarian point of view influencing the various components of the geo - political situation and security in the Balkans and South Eastern Europe at the end of the XX century, can be characterized by the fact that, in addition to their individual relevance, they most often occur in combination and are manifested with different strength and intensity in each Balkan State respectively. From a political aspect, this group of factors has the strongest effect on the changes in the geo - political status quo and preserves its leading role at the present. Some of the more relevant factors among these are the following: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A major change in the geo - political configuration of the region and the appearance of a number of new sovereign and independent states as individual subjects in international relations; a new formula emerged: 11+2 states in the region (until the beginning of the 90's when there were 6+1);

Why the Us Does Not Have an Official Language

Kelly Setters September 12, 2012 ENG 122 Teresa Plummer English Composition 2 Why the United States doesn’t have a Designated Language ? Why the United States doesn’t have a Designated Language Why the United States does not have an official language has been an ongoing debate for a long time. A lot of people are for it and a lot of people are against it. While conducting my research I learned that if the United States made English the official language of the country it would be going against the first amendment, Freedom of speech. Regardless of going against the constitution 27 states have made English their official language.Why is it so important to so many people that the United States have an official language? Would it aid immigrants in the assimilation process and make it more likely for them to succeed? Can other languages be used in the country for certain official purposes, if English is the sole official language? Does official English offend the idea of Ame rican diversity? Does it discriminate against non-native speakers? Does an adequate incentive exist to learn English without it being official? Is there anything wrong with the status quo? Do most countries in the world have an official language? Is it important for any tangible and practical reasons?Do English only laws threaten or enhance public safety? Is official English good public policy? (Debate 2010) These are questions that rise in everyone’s mind when the topic of designating an official language in the US comes up. The 27 states of the United States of America that have an official langiage are, â€Å"Alabama, Alaska, Arkansas, California, Colorado, Florida, Georgia, Hawaii, Illinois, Indiana, Iowa, Kentucky, Louisiana, Massachusetts, Mississippi, Missouri, Montana, Nebraska, New Hampshire, North Carolina, North Dakota, South Carolina, South Dakota, Tennessee, Utah, Virginia, Wyoming. (Us constitution net 1995-2010) Many people think it’s unconstitutional f or the United States to have an official language because it’s America. America is where freedom rings. References No Author Cited Does the United States need an official language Retrieved from: http://maxweber. hunter. cuny. edu/pub/eres/GSR716A_KUECHLER/monique. htm No Author cited (2010) Debate: English as US official language Retrieved from: http://debatepedia. idebate. org/en/index. php/Debate:_English_as_US_official_language Walenta, C. (1995-2010) Constitutional Topic: Official Language Retrieved from: http://www. usconstitution. net/consttop_lang. html

Write a comprehensive note on the role of a teacher in the Montessori classroom

The teacher in a Montessori classroom takes on a completely different role to a teacher in a traditional classroom. So much so, that directress or guide are preferred over the word teacher. The reason for this is that it is the teachers main role to guide the children and help the children in their learning. The teacher isn't a person who pushes the child to learn when & what she wants them to learn. The teacher doesn't cause the child to learn. They aren't the conduit for knowledge that than flows into the child's mind. The child's active mind will do the learning on its own.Being a guide doesn't just consist of just talking to the children. A guide must be aware of each child's personality, how they work,what they are interested and which stage of development that are at. They must also understand child development and growth. The guide must also be aware of her behaviour and attitudes as well. The teacher is responsible for putting Montessori principles into practise in the classr oom. The environment in a Montessori classroom is also vitally important. It is the role of the teacher to prepare the environment to allow the learning process to happen naturally.A full understanding of the Montessori method is vital so she she can use the correct classroom materials and techniques to encourage the child's learning. A teacher shouldn't be the focal point in the environment she is creating. The learning materials very important and must cater for the needs and interests of the children in her class. She will usually be found working with an individual child or a couple at at time. It is very rare that the teacher will present a large group lesson. She may present a new lesson and observe and advise the students, as the priority is the child's learning.She needs to meet as many needs as possible for as many students as possible each day. This is a big part of planning the environment because each child is an individual with different needs and are all at different d evelopmental stages. Interests, desires and learning styles also differ immensely. It is important that all these factors and all students are considered when preparing an environment. When an enviroment is set up correctly students should be able to easily choose their own activities and find their own answers to problems with their teacher there to mentor and guide them.Students will be scattered through out a peaceful classroom, individually or in small groups of 2's and 3's, totally absorbed in working on appropriate activities for their stage of development. Often it can be difficult to pick out the teacher in the type of environment. A teacher in a Montessori classroom would normally be involved in the following activities through the course of a day. Preparation of the environment. This needs to be in line with the students in her class, the activities they are interested in and the stages of development they are at.She is the link between the environment and the child and is engaged actively between the two. The teacher is also responsible to keep the classroom in perfect condition. It is important that the children can make their own choices easily. The environment needs to be changed and updated whenever required. At times things will need to be added and at other times, things taken away. The teacher will experiment with the environment to work out what is needed to meet the needs of her children. Observing the child is vital in the Montessori classroom.By constantly observing the children, the teacher is able to understand their interests and tailor the environment to suit. All observations should be done in a systematic way and all observations must be noted. Through these observations the teacher is always aware of the children's sensitive periods, their progress, needs & interests. She is always carefully noting the outcomes of her observations. A Montessori teacher will give only brief lessons. She does this with the simplest information needed to entice the child to work alone on the project that he is curious about.Her presentations need to be demonstrated in a clear and interesting fashion which is relevant to the child. The way this all comes about is, the teacher will be watching the child as they explore the shelves & equipment to make their choice. She will go to the child and take consent to work with that particular material or piece of equipment. She will get the child to help take the material to an area where he will work and specify its place on the shelf. The teacher gives the child the rules for using that piece of equipment and gives a brief, precise demonstration of the things that can be done with that equipment.This demonstration is a brief introduction and an initial exploratory procedure. The child is encouraged to explore further on their own. The goal of Montessori is for the child to become independent and self disciplined. Presentations let the child investigate, work autonomously and at their own pace, moving on to the next step when they have achieved their objective, therefore helping to achieve independence as the child learns to use the materials & the classroom with a minimum amount of supervision and no interruptions.The main purposes of a Montessori guide are to focus on the child rather than the lesson. She evaluates the child and his progress each day. Through these evaluations she is also discovering whether her preparation of the environment has been effective too. The teacher nurtures the child and inspires him to ask questions and be a thinker so he can discover and keep exploring for himself. She does all this in an atmosphere of warmth, safety, stability and friendship. She is the child's mentor & coach.She learns when it is appropriate to offer help or set limits and when it is best to leave the child to himself. She needs to communicate with the child and encourage him to communicate with her. She is a role model for the children in the area of behaviour an d consistency and also follows the classroom rules as an example to the child. It is her responsibility to report to parents and other staff on the progress of each child. The roles of a Montessori teacher are wide & varied and one where the child's best interest is of the highest value.

Chinese Birthday Customs of for Elderly People

Chinese Birthday Customs of for Elderly People Traditionally, Chinese people do not pay a lot of attention to birthdays until they are 60 years old. The 60th birthday is regarded as a very important point of life and there is often a big celebration. After that, a birthday celebration is held every ten years; on the 70th, 80th, etc, until the persons death. Generally, the older the person is, the greater the celebration occasion is. Counting the Years The traditional Chinese way to count age is different from the Western way. In China, people take the first day of the Chinese New Year in the lunar calendar as the starting point of a new age. No matter in which month a child is born, he is one year old, and one more year is added to his age as soon as he enters the New Year. So what may puzzle a Westerner is that a child is two years old when he is actually two days or two hours old. This is possible when the child is born on the last day or hour of the past year. Celebrating an Elderly Family Member It is often the grown-up sons and daughters who celebrate their elderly parents birthdays. This  shows their respect and expresses their thanks for what their parents have done for them. According to the traditional customs, the parents are offered foods with happy symbolic implications. On the birthday morning, the father or mother will eat a bowl of long long-life noodles. In China, long noodles symbolize a long life. Eggs are also among the best choices of food taken on a special occasion. To make the occasion grand, other relatives and friends are invited to the celebration. In Chinese culture, 60 years makes a cycle of life and 61 is regarded as the beginning of a new life cycle. When one is 60 years old, he is expected to have a big family filled with children and grandchildren. It is an age to be proud of and celebrated. Traditional Birthday Foods Regardless of the celebrations scale, peaches and noodlesboth signs of long lifeare required. Interestingly, the peaches are not real, they are actually steamed wheaten food with a sweet filling. They are called peaches because they are made in the shape of peaches. When the noodles are cooked, they should not be cut short, as shortened noodles can have a bad implication. Everyone at the celebration eats the two foods to extend their best wishes to the long-life star. The typical birthday presents are usually two or four eggs, long noodles, artificial peaches, tonics, wine and money in red paper.

Definition and Examples of Judicial Rhetoric

Definition and Examples of Judicial Rhetoric According to Aristotle, judicial rhetoric is one of the three main branches of rhetoric: speech or writing that considers the justice or injustice of a certain charge or accusation. (The other two branches are deliberative and epideictic.) Also known as  forensic, legal, or judicial discourse. In the modern era, judicial  discourse is primarily employed by lawyers in trials decided by a judge or jury. See the observations below. Also see: ArgumentClassical RhetoricDeclamationDefinitions of Rhetoric in Ancient Greece and RomeWhat Are the Three Branches of Rhetoric? Etymology:  From the Latin, judgment. Judicial Rhetoric in Ancient Greece and Rome Anyone reading the classical rhetorics soon discovers that the branch of rhetoric that received the most attention was the judicial, the oratory of the courtroom. Litigations in court in Greece and Rome were an extremely common experience for even the ordinary free citizenusually the male head of a householdand it was a rare citizen who did not go to court at least a half a dozen times during the course of his adult life. Moreover, the ordinary citizen was often expected to serve as his own advocate before a judge or jury. The ordinary citizen did not possess the comprehensive knowledge of the law and its technicalities that the professional lawyer did, but it was greatly to his advantage to have a general knowledge of the strategies of defense and prosecution. As a result the schools of rhetoric did a flourishing business in training the layperson to defend himself in court or to prosecute an offending neighbor.(Edward P.J. Corbett and Robert J. Connors, Classical Rhetoric for the M odern Student, 4th ed. Oxford University Press, 1999) Aristotle on Judicial Rhetoric and the Enthymeme [J]udicial rhetoric promotes justice and identifies injustice by appealing to the law. Forensic speech accepts as given the laws of the polis, so the section on judicial rhetoric uses enthymemes to adjust particular cases to general laws (Aristotles Rhetoric). Aristotle addresses accusation and defense as well as the sources from which their enthymemes should be drawn, investigating for what, and how many, purposes people do wrong . . . how these persons are [mentally] disposed, and what kind of persons they wrong and what these people are like (On Rhetoric, 1. 10. 1368b). Because Aristotle is interested in causation in order to explain wrong-doing, he finds enthymemes particularly useful in judicial rhetoric.(Wendy Olmsted, Rhetoric: An Historical Introduction. Blackwell, 2006) The Focus on the Past in Judicial Rhetoric Judicial rhetoric concerns only past fact and the application of uncontentious moral principles, so that it affords the ideal Aristotelian orator no grounds for uncertainty. But perhaps deliberative rhetoric, since it concerns future contingencies and the more or less likely outcomes of alternative policies, is a better prospect for comparison with dialectic.(Robert Wardy, Mighty Is the Truth and It Shall Prevail? Essays on Aristotles Rhetoric, ed. by Amà ©lie Oksenberg Rorty. University of California Press, 1996) Prosecution and Defense in Judicial Rhetoric In judicial rhetoric, prosecutors often try to evoke assent to the truth of a statement such as the following: John killed Mary. That is, prosecutors try to persuade their audiences to agree with their representations of reality. Some form of resistance to their arguments is implicit in their situations because opposing arguments are expected from the defense. Aristotle emphasized the notion of dispute or debate inherent in judicial rhetoric: In the law court there is either accusation or defense; for it is necessary for the disputants to offer one or the other of these (Rhetoric, I,3,3). This sense of the word persuasion is among its more common senses.(Merrill Whitburn, Rhetorical Scope and Performance. Ablex, 2000) The Model for Practical Reason While contemporary students of practical reasoning rarely think about rhetoric, judicial reasoning is the model for modern practical reason. We typically assume that practical reasoning has to proceed from rule to case and that the point of practical reasoning is to justify our actions. . . . For Aristotle deliberation is the model for practical reason because there the Aristotelian combination of the personal and the moral is real and fundamental, while in judicial rhetoric that combination is only created by the speaker.(Eugene Carver, Aristotles Practical Reason. Rereading Aristotles Rhetoric, ed. by Alan G. Gross and Arthur E. Walzer. Southern Illinois University Press, 2000) Pronunciation: joo-dish-ul

England Is Not an Independent Country

England Is Not an Independent Country Although England operates as a semi-autonomous region, it is not officially an independent country and instead is part of the country known as the United Kingdom of Great Britain and Northern Ireland- the United Kingdom for short. There are eight accepted criteria used to determine whether an entity is an independent country or not, and a country need only fail on one of the eight criteria to not meet the definition of independent country status- England does not meet all eight criteria; it fails on six of the eight. England is a country according to the standard definition of the term: an area of land that is controlled by its own government. However, since the United Kingdoms Parliament decides certain issues like foreign and domestic trade, national education, and criminal and civil law as well as controlling transportation and the military. The Eight Criteria for Independent Country Status In order for a geographical region to be considered an independent country, it must first meet all of the following criteria: has space that has internationally recognized boundaries; has people who live there on an ongoing basis; has economic activity, an organized economy, and regulates its own foreign and domestic trade and prints money; has the power of social engineering (like education); has its own transportation system for moving people and goods; has a government that provides public services and police power; has sovereignty from other countries; and has external recognition. If one or more of these requisites are not met, the country cannot be considered fully independent and does not factor into the total of 196 independent countries around the world. Instead, these regions are typically called States, which can be defined by a less-strict set of criteria, all of which are met by England. England only passes the first two criteria to be considered independent- it has internationally recognized boundaries and has had people living there consistently throughout its history. England is 130,396 square kilometers in area, making it the largest component of the United Kingdom, and according to the 2011 census has a population of 53,010,000, making it the most populous component of the U.K. as well. How England Isnt an Independent Country England fails to meet six of the eight criteria to be considered an independent country by lacking: sovereignty, autonomy on foreign and domestic trade, power over social engineering programs like education, control of all its transportation and public services, and recognition internationally as an independent country. While England certainly has economic activity and an organized economy, it does not regulate its own foreign or domestic trade and instead defaults to decisions handed down by the United Kingdoms Parliament- which is elected by citizens from England, Wales, Ireland, and Scottland. Additionally, although the Bank of England serves as the central bank for the United Kingdom and prints banknotes for England and Wales, it doesnt have control over its value. National government departments such as the Department for Education and Skill maintain responsibility for social engineering, so England does not control its own programs in that department, nor does it control the national transportation system, despite having its own system of trains and buses. Although England does have its own local law enforcement and fire protection provided by local governments, Parliament controls criminal and civil law, the prosecution system, the courts, and defense and national security across the United Kingdom- England does not and cannot have its own army. For this reason, England also lacks sovereignty because the United Kingdom has all of this power over the state. Finally, England does not have external recognition as an independent country nor does it have its own embassies in other independent countries; as a result, theres no possible way England could become an independent member of the United Nations. Thus, England- as well as Wales, Northern Ireland, and Scotland- is not an independent country but instead an internal division of the United Kingdom of Great Britain and Northern Ireland.

Reflection Essay Example | Topics and Well Written Essays - 500 words - 22

Reflection - Essay Example Todd Gish states that people may call the city ugly, call it beautiful and even call it dysfunctional but no one should call it unplanned. This statement by Todd clearly states that the city never happened by accident but by will (Scott, 1996 et. al). Its extraordinariness and prudence are the primary causes of these doubts. Despite its awesomeness, uniqueness and spontaneous evolution, the city still remains planned. How are the parks and public spaces for Angelenos divided? And are the divisions useful and advantageous? The city of Los Angeles has neighborhood-based facilities that help attract visitors and paint a great image for the city and its people. The city’s division with parks is advantageous because it has led to openness and connection between private and public life. Thoughts of how density affects people positively are now put into action. Both the attitudes on the city inhabitants on living public lives and planners’ responsibility of articulating a compelling vision are taking place positively. Los Angelenos’ love and hate relationship with nature bases on the shape, policies and working of the Los Angeles city. The Angelinos have a way of expressing their own demise and love over the intricate and wonderful things. The subway, the traffic, the parks and public places are some of the concerns facing the love and hate. The Angelinos love their city for specific things and hate them for other specific things. The density or high population of the city results in traffic jam and overcrowding in metropolitan buses and other public transport vehicles. The love results in the safety provided by the city’s security and the presence of being around people. Is the nature a love or hate for the los Angelinos? The nature is both a love and hate for the city dwellers and people of the city of Los Angeles. The weather of the Los Angeles is constantly changing and very unpredictable. It varies from slightly chilled

Discussion Essay Example | Topics and Well Written Essays - 250 words - 83

Discussion - Essay Example While my preference to be a quiet person during teamwork has hindered my role as a team member, it has also helped strengthen the team in many ways. For instance, I have not been able to communicate effectively during teamwork and this has adversely affected the perception of my team members towards me. Additionally, I have not been able to work to my full potential during teamwork because some of my team members see me as hands off person when it comes to critical matters that are supposed to be handled by all the team members. When it comes to the benefit of my preference as a suite person to my behavior, I have to note that I have developed a listening attitude over the years and this has helped progress my team in various ways. This means that I have helped my team by analyzing each of the perception of my team members before coming up with a conclusive blend of ideas. This has greatly benefited my role as a team member by working behind the scenes. Owing to the fact that my preferences may portray me as a resigned person, I have developed various strategies for managing my preferences so that I behave in a way that is most effective for a team member. Some of them include being proactive when performing various tasks as a team and communicating to team members where necessary as a way of opening

The responsibility of the individual to society Essay

The responsibility of the individual to society - Essay Example Each individual is saddled with the responsibility of working with other individuals of the society in order to help the society to achieve the goals and objectives of building a better world. It is through the symbiotic relationship that exists between the different individuals of the society that would guarantee the maintenance of the sovereignty of the society and the peaceful existence of each individual of the society. The law of nature has made it important for the individuals of the society to play specific roles. A notable philosopher, Antiphon stipulates that the law of Nature is based on each individual’s instinct to do things that would keep them away from danger, that is, individuals are expected to do things that are beneficial to life and naturally pleasant. The implication of this is that as individuals living in the society, they must try as much as possible to do things that are beneficial to the society. Antiphon described the adherence to the law of Nature a s the observance of the principle of self-preservation and when each individual have the instinct to do things that would keep them safe from danger, the society would also be free from danger. This law of nature must be observed by all the individuals living in the society and any attempt to evade the laws of nature would be met with dire consequences (Plato). Socrates believed that, individuals had the right to obey whichever authority, they choose to obey and that, individuals must take full responsibilities for these decisions (Walzer). This means that every individual is not under any compulsion to do things against their will. Socrates’ belief is based on the freedom of choice. Socrates’ argument is an epistemological one and the British philosopher, John Stuart Mill also belongs to this school of thought. Socrates and Mill believed that every individual have the innate ability to decide what is best for them (Walzer). Socrates believed that each individual must make attempt to discern the truth by themselves through closely controlled, self-effacing and tolerant dialogue (Walzer). Quite similar to Socrates’ arguments, Mill opined that the onus lies on the shoulders of the individual to decide what is best for him or her. According to Mill, â€Å"Justice implies something which it is not only right to do, and wrong not to do, but which some individual person can claim from us as his moral right.† (Mill par. 14). The two of them agree that people should tolerate the opinion of others as this would help in establishing the truth about a particular subject matter as the use of force or compulsion in making people accept a particular point of view is not the best pedagogical approach (Walzer). One of the founding fathers of the United States of America, Thomas Jefferson also recognizes the responsibility of the individual in a society. Jefferson spoke on how the American constitution should be interpreted and said that people shou ld be given freedom on how they observe the written laws of the constitution. He claims that the observance of the constitution is one of the obligations of each individual of the US, but it is not the most important priority, Jefferson asserts that the most important duty of every American citizen are to defend the country at all times and maintain the sovereignty of the country (Jefferson). According to Jefferson, â€Å"

Statistics Problems Speech or Presentation Example | Topics and Well Written Essays - 750 words

Statistics Problems - Speech or Presentation Example 32. Dole Pineapple, Inc., is concerned that the 16-ounce can of sliced pineapple is being overfilled. Assume the standard deviation of the process is .03 ounces. The quality control department took a random sample of 50 cans and found that the arithmetic mean weight was 16.05 ounces. At the 5 percent level of significance, can we conclude that the mean weight is greater than 16 ounces? Determine the p-value. 38. A recent article in The Wall Street Journal reported that the 30-year mortgage rate is now less than 6 percent. A sample of eight small banks in the Midwest revealed the following 30-year rates (in percent): As the p – value is greater than 0.01, the null hypothesis can be accepted. Hence it can be concluded that there is no significant difference in the mean number of times men and women take – out dinners in a month. 46. Grand Strand Family Medical Center is specifically set up to treat minor medical emergencies for visitors to the Myrtle Beach area. There are two facilities, one in the Little River Area and the other in Murrells Inlet. The Quality Assurance Department wishes to compare the mean waiting time for patients at the two locations. Samples of the waiting times, reported in minutes, follow: 52. The president of the American Insurance Institute wants to compare the yearly costs of auto insurance offered by two leading companies. He selects a sample of 15 families, some with only a single insured driver, others with several teenage drivers, and pays each family a stipend to contact the two companies and ask for a price quote. To make the data comparable, certain features, such as the deductible amount and limits of liability, are standardized. The sample information is reported below. At the .10 significance level, can we conclude that there is a difference in the amounts quoted? 23. A real estate agent in the coastal area of

Reflection Essay Example | Topics and Well Written Essays - 500 words - 16

Reflection - Essay Example It is at this point that one strongly believes in leaving some lessons learned throughout life’s journey which have been instrumental in attaining inner peace and happiness. For one, as a traveler, one observed that vast technological developments in the field of science have indeed paved the way for uplifting the welfare of mankind. Medical breakthroughs, for instance, in conjunction with discoveries that provided comfort and facilitated human interactions enabled men to enjoy longevity. However, it is not solely the objective of men to live longer; but more so, to improve the quality of life. This means that man should be able to discern the purpose of existence extend more than survival to encompass enriching the lives of those they encounter during their journey. They must have been able to provide an insight, shared knowledge, assisted in the development of skills or abilities, and added value to other people’s lives. This does not necessarily mean that only the ed ucated or those who pursued higher education are the only ones capable to improve another person’s life. One acknowledges that simple joys, anecdotes, even painful and challenging experiences provide relevant lessons that provide appropriate learning even to professionals in various fields of endeavors. Secondly, consistent with what various religions teach, it is the individual’s ability to reach tranquility, calmness, peacefulness through adherence to ethical, moral and legal standards posed by society. It is here that science and religion interconnect. As science likewise aims to discover means to alleviate pain, discomfort, and solutions to problems; the goal of religion, likewise, is to attain peace, salvation, eternal life. Science finds solutions to physical problems. Religion finds meaning to emotional and spiritual questions. Religion offers recluse through feeding the spirit with

Intellectual Property Rights (IPR) Report Essay

Intellectual Property Rights (IPR) Report - Essay Example Keep it simple when it comes to developing the content. Keep it non-legal. When writing the assignment, assume that you are talking to the CEO of software or manufacturing company. Thus, including only important aspects of IPR that are useful for them. For each of the following aspects of your report, decide which statement best describes your achievement of the criteria and use this to determine a mark. A range of marks is associated with each statement. For example, if you think that ‘The overall structure of your report is logical. Information is for the most part organised in well constructed sections and paragraphs.’ best describes your achievement under Organisation of material, the range of available marks is between 60 and 69. If you think you have fully achieved at this level you can award yourself a mark of 68 or 69. If you feel that you have mostly achieved at this level, you might give yourself a mark of 64 or 65. And if you have only just reached this level of achievement give yourself a mark of 60. Please note that this self-assessment does not affect the actual marks that will be awarded by the tutor. The purpose is to discover how far your perception of your achievement matches the marks that are assigned by the

Reflection Essay Example | Topics and Well Written Essays - 500 words - 16

Reflection - Essay Example It is at this point that one strongly believes in leaving some lessons learned throughout life’s journey which have been instrumental in attaining inner peace and happiness. For one, as a traveler, one observed that vast technological developments in the field of science have indeed paved the way for uplifting the welfare of mankind. Medical breakthroughs, for instance, in conjunction with discoveries that provided comfort and facilitated human interactions enabled men to enjoy longevity. However, it is not solely the objective of men to live longer; but more so, to improve the quality of life. This means that man should be able to discern the purpose of existence extend more than survival to encompass enriching the lives of those they encounter during their journey. They must have been able to provide an insight, shared knowledge, assisted in the development of skills or abilities, and added value to other people’s lives. This does not necessarily mean that only the ed ucated or those who pursued higher education are the only ones capable to improve another person’s life. One acknowledges that simple joys, anecdotes, even painful and challenging experiences provide relevant lessons that provide appropriate learning even to professionals in various fields of endeavors. Secondly, consistent with what various religions teach, it is the individual’s ability to reach tranquility, calmness, peacefulness through adherence to ethical, moral and legal standards posed by society. It is here that science and religion interconnect. As science likewise aims to discover means to alleviate pain, discomfort, and solutions to problems; the goal of religion, likewise, is to attain peace, salvation, eternal life. Science finds solutions to physical problems. Religion finds meaning to emotional and spiritual questions. Religion offers recluse through feeding the spirit with

How would Fredrickson explain Alexies essay Example | Topics and Well Written Essays - 1000 words

How would Fredrickson explain Alexies - Essay Example e work provided, the virtue of all American institutions and people, and the mission aimed at spreading all these institutions (Colombo, Cullen and Lisle 449). These themes were aimed at remaking and saving the entire earth as seen by America. The arguments supporting these themes claimed that America could make a better and new society that could be termed as beginning of a new world. There are a number of ethnic relations models in America presented by George Frederickson but in this essay the greater focus in on the historical perspective. In his representation, he has a presentation of the ethnic relations evolution that he ultimately did using four main concepts; cultural pluralism, ethnic hierarchy, group separation and one-way assimilation. The author used the latter to show that the outsiders, commonly referred to as minorities, were not to be considered as outsiders anymore. These groups of the blacks, native Americans, Irish individuals were expected to experience equity and complete participation in the society of the Americans. This meant that all the minorities had to confirm to the culture of the Americans. The one way assimilation model explained just as one assimilates into the American culture, it was essential to have all the people in America interact and communicate without instances of miscommunication (Nguyen 16). A good example is the divers e meaning of nodding ones head in a case of answering a question among the American and Bulgarian people. In America, nodding ones head means complying or a positive answer whereas it is the complete opposite in Bulgaria. However, one assimilation model provides information that ensures adaptation of such a person to the American culture without miscommunications. Fredrick essay provided a description of all available American ethnic relations. In addition, he wrote to depict the manner in which these different groups were supposed to interrelate so that they would handle each other in the creation of a

Representation Of Morocco In Western Cinema

Representation Of Morocco In Western Cinema Morocco, its people and culture, has tickled the fancy of westerners long times ago, even before the colonial era. With the western industrial revolution under the advocacy of the imperial inclination, different generations of western writers and film makers have depicted Morocco according to the colonialist requirements and desires of the moment. The Anglo-American literary and mediatic productions as a scion and legatee to the ideology of European colonies in general, turned their gazing gawk on another Arab space of North Africa, mainly Morocco. The original outset of the Anglo-American interest in Morocco can be traced through the successive genres of travel narratives, novels, essays, etc. which took Morocco as their subject of writing and setting of shooting films. Going back to some historical reviews of the literature written about the representation of Morocco in the Anglo-American cinema and literature, we find that political, economic, and religious motivations are various pretexts that legitimize the western representation of Moroccan people together with their different cultural aspects. In Belated Travelers, Ali Bahdad has shown that westerners from the early travelers to modern tourism have defined the other including Moroccan people as savages, child like, sexually thrilling, etc. From the early British literature led by Daniel Defoes Robinson Crusoe(novel film) to the American writers led by Paul Bowles The Sheltering Sky(novel film), Morocco has been presented in the western imaginary as a land of jinns, dervishes, harems, all darkly promiscuous, sly and inscrutable. The film in its turn as an extension of narratives has sustained the same discourse of novelists. Most films shot in Morocco present the Moroccan space -desert and kasbah- as a dangerous setting. Through such representations, film makers seem to seek an identity through military, economic and sexual adventures, in which the Moroccan other is continuously cast as inferior and the dark element of the night. Babel, The Sheltering Sky, Legionnaireà ¢Ã¢â€š ¬Ã‚ ¦remain major films where film makers insist on the alienating forces of the Moroccan cultural threats, in which the pure nobility of the white character must defy. It is rarely that we see some fair characteristics displayed by actors, showing the real image of Moroccans. The favourable setting favoured by film makers is most of the times dirty and shabby districts. The film makers always try to find places even far and may cost them more money just to find a place that can cast Morocco as inferior and uncivilized lacking the basi c requirements of life. Traditional and orientalist writings about Morocco are indistinguishable texts and images affixed and engrafted onto the modish mode of films. From the early talkie, Morocco (1930), the classic Casablanca (1942), road comedies Road to Morocco till Five Fingers (2006), Morocco becomes a confining other space and a penal complex for the recalcitrant Anglo-American heroes. The Muslim and Arab gears of prevalently fixed stereotypes are applied likewise to portray Moroccans and supply the requisite background rapscallions, dickhead and wilful, etc. Such representations persevere to inhabit the imaginations and thoughts of the western audience largely and hardly to be changed. Edward Said has clearly identified the function of Arabs in western cinema: In the films and television the Arab is associated either with lechery or blood thirsty dishonestly. He appears as an oversexed degenerate capable (à ¢Ã¢â€š ¬Ã‚ ¦) of cleverly devious intrigues, but essentially sadistic, treacherous, low. Slave trader, camel driver, money changer, colourful scoundrel: these are some traditional Arab roles in the cinema. (Orientalism, 286-87) Unfortunately, Morocco is geographically situated within two antagonist streams of the west as an Arab and African, uncivilized parts of the world. All types of stereotypes given to Arabs, Muslims and indigenous black Africans are also used identically to describe Moroccans. Throughout history of the Anglo-American cinema, Moroccan characters (Arab Africans) have served as the quintessential other in foreign cinema. Moroccans have been consistently represented as inferior to the west orally, intellectually, culturally and politically. In the post 9/11 world and London bombardment, where some Moroccans were found guilty and involved in terrorist acts, Moroccans are perceived as antagonistic to western values and a threat to the western stability. In Babel, the film maker clearly shots this belief to show that all Moroccans are against the American presence in Morocco including tourists who are bulleted by a small Moroccan child in the mountains. CNN reports and considers this event a terrorist attack. In this conjunction, Woll and Miller argue that the Arab image has stalked the silver screen as a metaphor for anti-western values. The movie Arabs, and the television Arabs, have appeared as lustful, criminal, and exotic villains or foils to western heroes and heroines (Ethnic and Racial Images in American Film and Television, 79). Across the films under study, Anglo-American cinematic productions seem highly obsessed by stereotypical images of Moroccans. Arabs and Africans in general and Moroccans in particular are cinematically constructed to possess a wide array of loathsome characteristics: they may be backward, wild, cruel, blood thirty, crude, sex-crazed, stupid, dishonest conniving or menacing. Year after year and decade after decade, hundreds of films have flooded the market with a large number of unfavourable Arab and African depictions. In his book, Reel bad Arabs: How Hollywood Vilifies a People, Jack Shaheen has studied more than one thousand films with major Arab themes and settings, about 40 of which are about Morocco. In his latest book, just after 9/11, Guilty: Hollywoods Verdict on Arabs after 9/11, Shaheen has studied again more than one hundred films about Arabs picturing them as responsible for what is happening now around the world. Within these bundles of stereotypes, one can wonder about the reasons behind all these biased descriptions. As a response to such questions, many scholars like Churchill agree that it seems necessary to alter realities to assume the maintenance of empire (Fantasies of the Master Race, 38). Churchill goes on saying that mere conquest is never the course of empire in the achievement of mission can only be attained through the productive utilization of captured ground (34). Within the same line of thought, Pieterse writes that the legacy of several hundred years of western expansion and hegemony, manifested in racism and exotism, continues to be recycled in western cultures (White on Black: Images of Africa and Blacks in Western Popular Culture, 9). Coming to mediatic representations, we find that Brzezinki in Out of Control: Global Turmoil on the Eve of the 21st Century, Naylor in Cultural Diversity in the United States, and Shohat and Stam in Unthinking Eurocentrism all agree that Hol lywood cinema promotes Eurocentric representations in order to further an economic and political propaganda. In the present time, which is characterized by terrorism, we see that the movie discourse of the First and the Second World Wars repeats itself and continues to endorse and legitimize the imperial vision of the white mans burden. Buschbaum asserts that as early as the First World War, many western governments recognized the propaganda potential of film (Left Political Filmmaking in the West: The Interwar Years, 26), in the Second World War, in Rosss words, the movie industry and its key personal exempted from military service (Cinema and Class Conflict, 82). Many scholars like Martin, Hoberman and Shaheen claim that the best movies of the 1930s promoted colonialism, neo-colonialism and imperialism. These films include Marta Hari, Shangai Express, Tarzan the Ape Man, Flying Down to Rio, etc. During the 1950s, this imperialistic agenda was furthered in films such as those starr ing Ronald Reagan- Hong Kong, Tropic Zone, Prisoner of War- all uphold the idea of the United States domination of the third world countries and were often made with the government assistance. Passage to india: british cinema Although these biased representations within the commercial films have moderated somehow over years, we can say that the visual image of the other Arab and Moroccan in particular is still very poor. Jack Shaheen in his interesting documentary Reel Bad Arabs: How Hollywood Vilifies a People (YouToub Video), explores that the 20th century witnessed a large number of films degrading and distorting the image of Arabs including Moroccans. Anglo-American film industry is now theorizing and supporting wars through different scenes that the audience seems to take for granted. Due to this grave impact that such films have on the targeted viewers, Hoberman finds it very necessary to assign these Eurocentric films a new genre called war-nography (Vulgar Modernism, 227). Many films unabashedly affirm traditional Anglo-American values and institutions and negate everything anti-western. Among these movies, we can mention Kingdom of Heaven, Black Hawk Down, True Lies, The Mummy, Raiders of the Los t Ark, The Stone Merchant, to name but a few. In my thesis, I will study and attempt to prove that the films made about Morocco: Babel, Casablanca, Hideous Kinky, Five Fingers, The Road to Morocco, A Night in Casablanca, Legionnaire, The Man Who Knew too Much, The Sheltering Sky, Our Man in Marrakesh, Man of Violence, Unveiled, and some others fit within the aforementioned category as well. In Hideous Kinky, despite some short instances where fairness manifests itself, Moroccans are targeted for stereotypical representations within British films. As Varsey succinctly states: the British influence in general, and its impact in the area of colonial relations in particular, had far reaching implications for Hollywoods depiction of ethnic difference (Foreign Parts: Hollywoods Global Distribution and the Representation of Ethnicity, 699). She concludes that Hollywoods representations of ethnic and national difference and the movies modulation of these stereotypes were informed not by the personal psychologies of individual production, but by the economic imperatives of global distribution. Shome in Race and Popular Cinema: the Rhetorical Strategies of Whiteness in the city of Joy, and Young in Fear of the dark: Race, Gender, and Sexuality in the Cinema have all concluded that racial representations within cinema exemplify how the discursive productions of whiteness is often complicit in the practices of neo-colonialism. Religious representations are equally as stereotypical as other cultural portrayals within films. According to Newcombe, film images of people associated with religion typically represent widely shared level(s) of popular cultural expressions of religious attitudes that are safe neutral, and often used because of their immediate visual qualities (Religion on Television, 33). These religious representations also serve to support neo-colonialism since they frequently ritualize the values, beliefs, in Schultzes words, and even the sensibilities of a people (Television Drama as Sacred Text, 5). Moroccan religion or Islam in general has been the victim of representations that pre-date the movies dual purposes of religious loathe and economic exploitation. In this conjunction, Rose elaborates: There are Muslims who are of different origins, while most, like the majority of Palestinians, are Arabs, the followers of Muhammed are found in parts of the world. There is the dominant religion in such non-Arab states as Bosnia, Turkey, Iran, Pakistan, Malaysia, and Indonesia. (They and We: Racial and Ethnic Relations in the United States, 58) However, in the films under study, the Moroccan Muslims are often depicted as dark Arabs and nomadic heathens because black becomes the colour of the devil and demons. While watching the movies, the majority of Moroccans remain cinematically either part of the movie backdrop or totally invisible. In addition to this stereotypical account, another representative feature that portrays Moroccans in the Anglo-American cinema is that they are doubly misrepresented as Arabs and Africans. Hoberman concurs that the misrepresentation of the Other in general has achieved a state that had surely blistered the paint and the chrome of the American dream machine. Why should anyone want the facts? Shared fantasies are what hold a people together (Vulgar Modernism, 328). Within this religious representation, Moroccans could not escape the Hollywood machine through its films about Morocco, mainly The Five Fingers, which depicted Morocco as a place of terrorist groups and savage terrorists. What makes this religious representation very perilous is the audience who take things presented through the motion picture for granted may be throughout their lives. In a study conducted by Schaefer, the American sociologist, about school children who watched D.W. Griffiths Birth of a Nation, he found that watching the movie made them more favourably inclined towards blacks for five months when children were retested (Racial and Ethnic Groups, 80). So if school children could not forget the image of blacks presented in The Birth of a Nation, how adults of world audience could overlook the Moroccan image in Babel, Five Fingers, Casablanca, etc., especially if we consider that most people take images as truth based. The audience gameness to believe whatever images th ey see in the movies is clearly explained by Contreras in Practical Consideration for Living and Working in Contexts of Diversity: Most individuals are quite capable of forming opinions without adequate prior-knowledge, thus forming a prejudgement either for or against a group, idea, or person. For example, after learning about the bombing of the federal building in Oklahoma, how many people immediately thought the explosion had been the work of Arab terrorists? (Cited in Naylors Cultural Diversity in the United States, 330) Similarly to what happened during the evens of Oklahoma, moviemakers have tried to instil the idea of Arab terrorism in the minds of the audience either through special effects or real military victories. Balio, Barder, Bordwell and Thompson, Shohat and Stam and Hoberman all concur that the movies have influenced virtually every human activity, from politics and warfare to sexual behaviour and dreaming. It is true that after the events of 9/11 for example, the movies have turned Americans as Hoberman notes into Bob Hoskins in Toontown, real people wandering around delirious mental landscape of special effects, feel good fantasies, and militaristic spectacles (Vulgar Modernism, 334). Method This thesis is a cultural studies-based inquiry into the politics of Moroccan representation in the Anglo-American movies and the role they play in deepening the abhorrence and misperception of Moroccan cultural aspects by the west. This thesis will also re-articulate a way of understanding the links between the representations of Moroccans in the Anglo-American films and the unleashing of violence and insolence towards Moroccans and Arabs in general. The primary research questions guiding my research are: In what ways have Moroccans and Moroccan land been represented in the Anglo-American movies? Is it possible to describe a new specifically Anglo-American form of Orientalism that is distinct from old European forms? How is the identity of Moroccans articulated in opposition to an Anglo-American identity? To investigate these questions, the thesis relies on a range of data sources: primary and secondary analysis of films, scholarly books and articles, reviews of films, etc. that can help to contribute to a better understanding of how cultural domination can work upon the minds and practices of filmmakers to act around the Moroccan character in a large sample of movies. To decode the movies messages, I find myself in a situation where every component in the film must be analysed critically as Martin says in his book, Hollywoods Movie Commandments the critic must consider both the way in which the action is portrayed and the effect on the audience (91). Plot, character, theme, point of view, and setting are all typical areas upon which analysis should concentrate. Because of the films peculiar visual qualities, each of these areas takes on additional dimensions. Character, for example, is not only written into the screenplay, but also interpreted and portrayed by the actor. Even more im portantly, many of these traditional elements of narration are staged through mise-en-scene. When the action is being filmed, the shot, speed of motion, tonality, sound and special effects become also important interpretive factors within a film since cultural representations within a film can be depicted or influenced through these elements. In this research, I will shell out more concentration to issues raised in the different films and to what they say about Moroccan society and its values. The research relies on cultural studies and the postcolonial theory as its main theoretical and methodological approaches to interpret and analyse the selected films. I will make use of the literary critique of the elements of narration together with the ways in which these elements are portrayed visually. I will use the elements of narration as a guide to discuss the cultural representations across the scenes. Through the postcolonial theory, I aim at re-examining the Moroccan reality with the process of redefining Moroccan identity presented in the Anglo-American cinema. Thus the Moroccan voice will be raised with the promise of giving optimism to the silenced Moroccans in the films. Three native Moroccan movies will be employed in this research as a postcolonial means to describe people, things and values that live or relate to the geographical locations of the Moroccan society. These films are: M. Abdderrahman Tazis Badis, Farida Belyazids A Door to the Sky (Une Port sure le Ciel) and Laila El Marrakshis Maroock. Through Moroccan third cinema, Moroccan filmmakers led by Abderrahman Tazi define themselves and participate in the discursive processes that rule their destiny. It is true that A. Tazi remains the leader of the third cinema in Morocco which is manifested in his films Badis, Looking for my Wifes Husband, Lalla Hobby, etc. in these films, he tries to avoid shooting scenes that seem a kind of fetish for the west (cited in Beyond Casablanca, 66). A. Tazis wakefulness of the subjective representations of western movies is developed during his work with Anglo-American filmmakers who came to make films in Morocco. In his interview with the American anthropol ogist, Kivin Dwyer, A. Tazi recounts one of the bad experiences that demeans his pride as a Moroccan working with a Hollywood film maker John Derick while filming Bolero (1984). John Derick says to A. Tazi while facing a problem in one of the shots: what the hell am I doing here in this country? Why didnt I go to Israel, where people are more civilized, where people are less like-savages (Beyond Casablanca, 44). It is hoped that the postcolonial approach which allows for and respects different narrative voices will provide an apt method for looking at the different histories and values reflected in selected Anglophone movies. It is also my hope that the postcolonial method will enhance an understanding of different approaches used by various filmmakers as they attempt to disengage the Moroccan identity from the imperial syndrome. Rationale for the corpus The studies of the history, criticism and analysis of these films about Moroccan people and culture are significant in many ways. These films are sampled across the British and American film productions. The selection of the films is based on certain criteria. Since Im dealing with the representation of Moroccan identity in the Anglo-American cinema, I tried to choose only films that have been shot in Morocco and taking Moroccan culture as the main theme. The films are also selected according to the messages they transmit to the audience about the Moroccan religion, politics, culture, space, geography, women, traditions, etc. in Babel, for example, we see the filmmakers representing Morocco in unfair way; we see very old women in black smoking, even young children attacking American tourist- an action which seems to present that all Moroccans young or old hate the American people. In the same movie, we notice again the same old story of sexuality reiterated in the acts of presenting the Moroccan characters sexually thirsty even to their brothers and sisters. In the Sheltering Sky and Hideous Kinky, again, we see stealthy figures appear and disappear without intimating whence they come, nor where they go. These figures seem wearing turbans as big domes standing in shadows waiting to mug a western passer-by. In this film, we also see presentations of the Moroccan Kasbah as a labyrinth where western people are doomed to death. In Five Fingers, Islam, main religion in Morocco is associated with terrorism and denunciation of western spectrum. Legionnaire is the film where Moroccan space is divided into two: a dangerous desert from which no western visitor can escape, and whore streets for sexual pleasure for soldiers. All the films selected for this study are those that narrate Moroccan experience from an imperial eye. This presentation of course affects the Moroccan individual and society. The films continuous impact on identity and culture leads us to study some indigenous films productions shot by Moroccan film makers. The Moroccan films would serve a counter discourse to question and rectify the ideological representations imposed by outside cinematic productions.

The Characteristics of a Sandy Shore at Pallarenda Beach, Townsville, North Queensland :: essays research papers fc

The characteristics of a sandy shore at Pallarenda beach, Townsville, North Queensland. Introduction: The sandy shores of beaches can be considered as a very harsh environment to live in (Ted Klenk, 1999). Survival in such a habitat requires an organism to withstand strong wave and current action, tidal rise and fall, unstable substrate, heavy predation and wide variations in salinity and temperature (The Otter Island Project). Any organism found in this type of harsh environment is specialized and highly adapted (The Otter Island Project). Fine, sandy beaches often occur in areas with light wave action (California's Ocean Resources, 1995). While a more coarse sand is found with heavy wave action (California's Ocean Resources, 1995). The slope gradient of a beach also helps determine the grain size of the sediment (Bascom, 1959). The steeper a beach is, the larger the sand particles (Ted Klenk, 1999). The water retention of coarse sand is quite low allowing temperatures to rise easily at low tide (MB2050 lecture notes). Any organisms on a coarse particle beach will not only have to deal with the very unstable substrate but also the real danger of desiccation (MB2050 lecture notes). Fine sediment areas do not have much water moving through the particles (MB2050 lecture notes). Therefore any oxygen available is used up quickly by burrowing organisms (MB2050 lecture notes). There comes a point beneath the substrate where there is insufficient oxygen for organisms to respire, this is called the anoxic layer (MB2050 lecture notes). The anoxic layer is therefore much deeper under coarse sediments then fine (MB2050 lecture notes). The fish community of a surf zone is largely controlled by three factors (Robertson & Lenanton, 1984). The form of primary production input to the surf zone, the water movement pattern, and the geomorphology of the sandy beach (Robertson & Lenanton, 1984). Fish such as anchovies, herrings and mullets often inhabits surf zones around the world (The Otter Island Project). The aims of this experiment were to examine physical features and sediment-related characteristics of Pallarenda beach and the influence of these characteristics on the occurrence and distribution of the intertidal taxa. This experiment also aimed to describe the fauna in the surf zone region of Pallarenda beach. Materials and Methods: The beach studied during this experiment was Pallarenda Beach just North of the city of Townsville in North Queensland. The co-ordinates of the location were 19o11.8’S, 146o46.6’E. The beach experiences a tropical climate, the experiment was carried out on the 4th of March in the year 2000 after much rainfall.

Homestead Act Essay example -- essays research papers fc

I THESIS STATEMENT   Ã‚  Ã‚  Ã‚  Ã‚   The Homestead Act of 1862 made surveyed lands obtainable to homesteaders. The act stated that men and women over the age of 21, unmarried women who were head of households and married men under the age of 21, who did not own over 160 acres of land anywhere, were citizens or intended on becoming citizens of the United States, were eligible to homestead. This paper will show how the Homestead Act came to be enacted, who the homesteaders were and the effects of the Homestead Act on the pioneers. II WHAT EVENTS LEAD TO THE HOMESTEAD ACT? The distribution of Government lands had been an issue since the Revolutionary War. Early methods for allocating unsettled land outside the original 13 colonies were chaotic. Boundaries were established by stepping off plots from geographical landmarks. As a result, overlapping claims and border disputes were common. The Land Ordinance of 1785 finally implemented a standardized system of Federal land surveys that eased boundary conflicts. Territories were divided into a 6-mile square called a township prior to settlement. The township was divided into 36 sections, each measuring 1 square mile or 640 acres each. Sale of public land was viewed as a means to generate revenue for the Government rather than as a way to encourage settlement. Initially, an individual was required to purchase a full section of land at the cost of $1 per acre for 640 acres. The investment needed to purchase these large plots and the massive amount of physical labor required to clear the land for agriculture w ere often insurmountable obstacles. According to all available indexes of growth, the United States grew enormously between 1840 and 1860. The continental limits of the nation were reached, with the exception of Alaska, by 1854 through the acquisition of the Mexican Cession territory and the Gadsden Purchase. The population continued its upward spiral, moving from slightly over seventeen million in 1840 to over thirty-eight million in 1860. New canals, steamboats, turnpikes, and railroads knit the nation together into an integrated economic unit. Hundred of thousands of people crossed the Atlantic to take up residence in the dynamic nation, while other hundreds of thousands moved into the Western regions of the country.   Ã‚  Ã‚  Ã‚  Ã‚  Legislative efforts to improve homest... ..., September 8). New Homestead Act would help rural America. Grand Forks Herald. Potter, L. A. (1999). The Homestead Act of 1862. Cobblestone, 20(2), 4. Red River Valley Genealogical Society (n.d.). Time passages, genealogy of the Dakotas. Retrieved from, Web site: http://www.fargodigital.com Schaetzl, R. J. (n.d.). Settlement of the new frontier: The Homestead Act of 1862. Retrieved from Michigan State University, GEO333: Geography of Michigan and the Great Lakes Region Web site: http://www.geo.msu.edu/geo333/ South Dakota Department of Tourism and State Development (n.d.). Prairie Pioneers. Retrieved from South Dakota Department of Tourism Media, Web site: http://www.mediasd.com/ facts/pioneers.asp US Department of Education ERIC (2003, January 14). The Homestead Act of 1862. Retrieved from US National Archives & Records Administration Web site: http://www.archives.gov/ digital_classroom/lessons/homestead_act_1862/homestead_act.html U.S. National Archives & Records Administration (1995, 1998). Homestead Act (1862). Retrieved from Teaching with Documents: Using Primary Sources From the National Archives Web site: http://www.ourdocuments.gov/doc.php?doc=31

A Person Who Made an Impact on My Life

Dominique Eley 11/1/12 Ms. Conway It was late July, the summer of 2006 to be exact. I was in Chicago spending the summer with my father at his new house. My mother called my dad and me and said I was going to be a big sister. I was only in the 6th grade, but I knew I was going to have to be more responsible and mature. I did not know whether I was going to have a little sister or brother. I was so excited I couldn’t wait to get back home to see my new sibling. I was finally older than someone in my family and could actually be the boss of them.When I found out it was a boy I was so excited, I had so many dreams and a planned out future for him as soon as I laid my eyes on him. He was so tiny with dark brown skin, silky black hair, brown eyes, and dimples. His name was DeBron Samuel Eley. As he grew older I noticed that he had an old man personality and was very wise. He was becoming a mini me, he did everything I did and followed me everywhere I went. I realized that I needed to change my behavior and the things I did because I knew that he wanted to be just like me, and I did not want him to grow up and make bad decisions like I did.I treated my little brother like my son; anytime I bought myself something I would buy him something as well. This little boy really made me turn all my negatives into positives and get more active into school and be a better person. I was on the basketball team in the fall and during the spring I was on the baseball team. DeBron had become my pride; I was more motivated in school and made the honor roll all four quarters in middle school, because I knew that my hard work would inspire him. Fall 2012 he started Kindergarten.The first thing he said when he walked into his class was â€Å"I’m going to be the star student like my big sister. † I knew he would make me proud due to all the dedication and hard work I put into him and myself just for him to grow to be a better person than I am. Every day he would come home with stars and 100’s on his homework and classwork, right along with a good phone call home and a story about how he helped someone in class today. He had a high self-esteem level and didn’t let his pride get in the way of anything.His first year of kindergarten was my senior year of high school, so we both were graduating in June 2012. This little boy made an impact on my life because I would hate to lose another one of my brothers to the streets. He made me look at life from a different perspective and I got to see the brighter side of more things. When I moved away to start my college life he automatically wanted to come to college and that’s what my future goals are for him. Not a lot of people plan to go to college in first grade Someday when I have a son; I’m going to raise him the same way I did my little brother.

History Since 1500 Essay

Modern history began in the end of the 15th century, which witnessed the beginning of Reformation and the discovery of the new continent. In the following five centuries, many historic events (such as the two world wars and the cold war) have fundamentally changed our world in the fields of politics, economics, and culture. Political Systems in Europe after the Thirty Years’ War The Thirty Years’ War (1618-1648) refers to a series of wars intermittently fought chiefly between the Roman Empire and the Protestant principalities with which French allied. Theses wars were fought for religious, territorial, dynastic, and commercial reasons (Encyclopedia Britannica, 2009). After the Thirty Years War ended with the Peace of Westphalia, European states were divided into different political regimes. For the five most important ones, Spain, Portugal and France remained absolute monarchies, while Holland and England became a republic and a constitutional monarchy respectively. The political differences significantly affected these countries’ performance. While being the first European counties to start colonial enterprises, Spain and Portugal’ rejection of new ideologies and new political thinking rendered them weaker day by day. There is no doubt that ideological change plays an important role in political change. That is to say, the Reformation made those Protestant states much easier to adopt more democratic political forms: a republic or a constitutional monarchy. It is worth noting that the defeat of the Spanish Armada happened in 1588, almost three decades before the start of the Thirty Years’ War. It is safe to say that Protestantism was one factor that brought Capitalism, which requires a more democratic political system. Among the five nations, only the Dutch Republic was as enlightened and democratic as England, and even more so at times. For instance, the Pilgrim Fathers took refugee in Holland before settling in the Plymouth colony. For another, the constitutional monarchy in England was made possible by the Dutch invasion during the Glorious Revolution. However, the Dutch Republic was too small to be a colonial superpower for a long time. The lack of manpower and resources led to Dutch defeats in the four Anglo-Dutch wars, and â€Å"when the last war ended in May 1784, the Dutch were at the nadir of their power and prestige† (Encyclopedia Britannica, 2009, par. 4). In sharp contrast with the Dutch Republic, the French Bourbon Monarchy was then a much larger country than England and the most powerful European state in the early 18th century. However, its backward political system made it unfit for the global competition with Britain. After defeating France in the Seven Years’ War (1756–1763), England became both the dominant power in North America and the global superpower in addition to the naval supremacy it had maintained since 1590s. The Causes of World War One Before the First World War, a great many wars had been fought in Europe for various reasons: such as the thirty years’ war, the Anglo-Dutch wars, the Anglo-French wars, and the Napoleonic wars. Of the wars mentioned above, some were fought on a big scale. For instance, the Seven Years’ War between Britain and France were fought both in Europe and in American colonies, bearing some resemblance to the First World War. However, we can not deny that World War One was far more catastrophic than any previous war. Thus, what was it about the modern world that caused such a catastrophe, and let people doubt the virtues of progress in its aftermath? The immediate cause of the Great War was the assassination of Archduke Franz Ferdinand of Austria on 28 June 1914 by a Serbian nationalist. However, the incident itself was not worth a total war; there were other deep-rooted reasons. Undoubtedly, national state (nationalism) was one of the main causes. Since 1850s, a number of national states, such as Germany, Italy, and Japan, arose from across the globe, trying to unify and centralize their nations. There were also some failed attempts, such as the Hungarian Revolution (1848) and the Taiping Heavenly Kingdom (1851-1864) in China, both struggling for national independence from their foreign rulers. However, these nationalist movements were quite problematic and troublesome themselves. First, these nations intended to build up unified and centralized states for themselves, but denied equal rights to ethnic minorities within their boundaries. For example, while unifying German states in central Europe, Prussia never considered the self-determination of the Polish population. Second, during the unification, these national states failed to solve territorial disputes with their neighbors peacefully. For instance, territorial disputes over Alsace and Lorraine were one of the main causes of the Prussian French war, which started the lasting hostility between Germany and France until the end of the World War Two. Moreover, because modern national states were more centralized and got more so during the war period, World War One became both the first â€Å"total war† and the first â€Å"war of attrition†. In addition to national states (nationalism), interdependence and modernization also played a role in causing this catastrophe. Machine gun and trench were two embodiments of the First World War. Machine gun and heavy artillery made the army a much more efficient killing machine; the well fortified trenches let the massacre on the western front continue for over four years. New technologies can also shorten the war and thus reduce the casualties, such as the German blitzkrieg on the western front in World War Two. But in World War One, they only greatly prolonged the stalemate. European industrialization and commercialization in the 19th century made them more dependent on each other and on oversea colonies: they needed raw material, market, and capital from outside their own territories. Therefore, each country paid more attention to alliance and navy to protect their market, resources, and trade routes. The diplomatic maneuverings and the naval competitions obviously heightened the tensions between individual states and between deferent blocs. The Cold War After World War One, the Soviet Union and the United States were two superpowers along with Britain, France, Germany, and Japan. However, the Soviet Union and the U. S. had larger territories and populations than other nations. After the Second World War, the defeated Germany and Japan lost all their colonies, so did Britain and France in a much longer period. As a result, Russia and America became the only two post-war superpowers—Japan and Germany were no longer military powers while Britain and France were too small to qualify. It was this bipolar state made the cold war possible: the two superpowers could incorporate smaller nations into their camps to fight a long lasting war of ideology, politics, and economics. The cold war era refers to an unpleasant yet less painful and bloody period compared to the two world wars. Yet, this definition was from the two opposing military groups’ (NATO and WARSO pact countries) standpoint; for those former colonies (quasi-colonies), this view can not be farther from the truth. During the cold war, NATO and the WAWSOW did not confront each other in order to avoid a nuclear war, which could annihilate both the bourgeoisie and the proletariat. Yet, the collapse of the colonial system offered them a distant and relatively safe battlefield—the newly independent former colonies (quasi-colonies). Conflicts there had made the cold war nastier, bloodier, and more suffering. For many third world countries, the cold war era is the most painful period in modern history as they served as pawns in the ideological war between Russia and US. In the cold war era, the two biggest wars were fought in Korea and Vietnam; Cambodia saw the biggest massacre after World War Two; China experienced the greatest famine (1959-1961) in human history and the Cultural Revolution almost wiped out this 5,000 years old civilization. However, these events themselves did not decide the course of the cold war. The communists fought to stalemate in Korea, won the Vietnam War. However, several months after Chinese communists crushed peaceful protesting students and civilians with tanks and armed vehicles and firmly controlled the situation, communist regimes in the Soviet Union and Eastern Europe quickly collapsed. Since 1500, human being has made breath-taking progress in government, technology, business, education, health care, etc; it has also suffered a great deal from wars, national rivalries, epidemics, environmental damages, natural disasters, and all kinds of discriminations while living standards have been steadily improving. Since technology and productivity can be double-edged swords, it is urgent for the current generation to learn the lessons from the past five centuries.

The power of an advertisement

The power of an advertisement lies on its ability to provoke interest from its audience. The moment the audience sees the ad, it should have the capability to lure its audience into becoming its willing consumers and this charm must be strong enough to create a loyal market. Nowadays, however, this has become increasingly difficult to do. With the consumers getting wiser and more critical of what they perceive in society and the environment, advertisers must create more innovative ways to reach them.Advertisements today need a more global reach in such a way that they have to touch every aspect of daily life making new forms of address more essential. The ad by the clothing company Diesel cleverly attains this. At first glance, it immediately demands the attention of the consumer. The mere idea of a young man kneeling to pray evokes a sense of conscious reflection. In a world where everything seems to point to materiality and gratification of worldly desires, it is an ingenious idea to use faith to capture attention.The young man, in casual Italian Diesel jeans and shirt having that look on his face indicating that of an intent plea, creatively portrays a notion of spirituality or probably the ironic lack of it. It appeals to its audience and highlights the role that faith play in society; its importance and meaning. At closer look, the man is apparently praying while on the treadmill. This adds to the intrigue because it symbolizes the culture of the youth and society in general. The words â€Å"live fast† on the bottom, with text effects and all, enhances the appeal of a fast paced world.The fact that the man wears a watch also assumes the idea of a society where time is important and critical use of it must be employed. The identity that the ad has established is easily assumed and related. Combined together, the ad exploits the irony between the fast moving lifestyle of people and the slow realm of reflection and prayer. It is rather difficult to rec oncile engaged prayer into a world that essentially inhibits it. With a lifestyle that seems to promote only stop and go, as to be seen carefully from the â€Å"pray runner† treadmill, the option of pausing for a moment in prayer and faith is unlikely.This striking image attempts to stand out among all the confusion that advertisements bring, and it succeeds. Jacobson et al discusses that most often, â€Å"ads speak directly to our innermost, unarticulated needs, proffering ineffective palliatives for real social and personal problems† (Jacobson et al, 1995). Ads may turn out to be ineffective solutions for real problems but the idea behind it is to create an avenue for deep thought and contemplation, a mode to capture the consumers’ inner reflections and influence and direct them towards the brand. In this the Diesel ad does well.The idea implied in the ad may be seen as to provide a social criticism while introducing a lifestyle geared towards consumerism. The idea commercial appeal and introduction of conflict creates a space for difference and being able to make the two meet means being able to conquer more diverse markets. As Giroux points out, those that shock people have become the most effective means of getting to the consumers. (Giroux, 1994) Moreover, as the ad is intended to promote to consumers its online stores; it effectively relays that fast lifestyles need fast ways of consuming.Thus, through the internet, Diesel provides the conveniences of â€Å"high speed shopping†. It works effectively as a target specific ad but it may be seen as an ad aimed for the general public as well. The impact that it implies and associates with the brand will linger on in the minds of its consumers, and it would not matter whether they purchase online or at the stores. The ad inculcates the idea of living fast on its audiences and thus the modern lifestyle of people today is held in close association to the brand.The ad strives to creat e a sense of relation, a connection to the modern consumers and it reinforces the idea that advertising ingratiates itself to the daily functions of modern life. (Vanderbilt, 1997) In all, the Diesel ad employs an ingenious way to address the consumers’ search for the meaning of public truths. It effectively captures the attention of its audience by creating an image directly intended to evoke human feelings of morals and principles.The ad uses irony to question society and the lifestyle that people currently have. It reminds people of their faith, values and inclinations but does so in a way that is not negative and condemning. At the same time it suggests a solution geared towards complimenting the fast paced world of society, successfully creating an impact for the Diesel brand. The ad becomes a powerful tool for Diesel to connect to its consumers and instill on them an enduring influence that would last even if the ad’s idea of prayer and faith had not.

How to Reduce Cars Number On Campus Case Study Example | Topics and Well Written Essays - 1000 words

How to Reduce Cars Number On Campus - Case Study Example Transportation emissions accounts for about 10% of the total emissions generated on campus and this emission have contributed to environmental problems. The significant aspect for campus is to reduce its own impact on the environment; thus the most fundamental contribution of campus is to contribute to the wellbeing of the society. The aim of this recommendation is to provide sustainable ways of reducing transportation emissions through reducing car numbers on campus in order to achieve sustainability in campus. Q. 1 The low parking fees at campus have been one of the primary issues for increased cars at campus. The current parking fee, which is too low almost offer many people the incentives to drive their cars to campus. The low parking fees has become one of the causes for increased cars on campus and this is one of the main causes for increased greenhouse gas emissions resulting from single occupant vehicles (Martin and Samels, 2012). Another issue is poor bus services, which is complicated; thereby contributing to increased cars on campus. The process of obtaining carpool passes has conventionally been complicated and this allows single car users to continue using single occupant vehicles on campus. ... However, this requires better planning and community design in a manner that can enable people to make effective transportation choices since poor choices have profound effects on sustainability. Martin and Samuels (2012) argue that each travel option is associated with environmental impacts; thus making effective travel choices can contribute to sustainable transportation. Employing sustainable transportation means is vital because sustainability is associated with meeting the present needs of people without compromising with their future needs (Makower and Pike, 2009).The efficient transportation modes can be described using transportation hierarchy and this hierarchy attempts to illustrate that sustainable transportation is the one that have a low impact on environment such as walking and cycling. This transportation mode requires little equipment; thus they have a less impact on environment. Q.3 Wilkin can strategically adjustment parking prices such as raising the parking fee in order to discourage single car users to campus; thereby reducing cars on campus. Successful management programs of incorporating incentives for commuters to switch from the use of single occupant vehicles require effective and strict formulation of policies at campus. For instance, organizing staff meeting and bringing the issue of raising parking fee with an aim of reducing single occupant vehicles in campus is vital. Although achieve this strategy is not an easy task, there is a need to offer car park permits, which can either be paid through lump sum payment or salary sacrifice scheme through monthly salary deduction. There is scientific consensus that human caused carbon dioxide emissions are