The Twilight Saga 3: Eclipse Chapter 22. FIRE AND ICE

THE WIND SHOOK THE TENT AGAIN, AND I SHOOK WITH IT. The temperature was dropping. I could feel it through the down bag, through my jacket. I was fully dressed, my hiking boots still laced into place. It didn't make any difference. How could it be so cold? How could it keep getting colder? It had to bottom out sometime, didn't it? â€Å"W-w-w-w-w-what t-t-t-t-time is it?† I forced the words through my rattling teeth. â€Å"Two,† Edward answered. Edward sat as far from me as possible in the cramped space, afraid to even breathe on me when I was already so cold. It was too dark to see his face, but his voice was wild with worry, indecision, and frustration. â€Å"Maybe . . .† â€Å"No, I'm f-f-f-f-f-fine, r-r-r-really. I don't w-w-w-want to g-go outside.† He'd tried to talk me into making a run for it a dozen times already, but I was terrified of leaving my shelter. If it was this cold in here, protected from the raging wind, I could imagine how bad it would be if we were running through it. And it would waste all our efforts this afternoon. Would we have enough time to reset ourselves when the storm was over? What if it didn't end? It made no sense to move now. I could shiver my way through one night. I was worried that the trail I had laid would be lost, but he promised that it would still be plain to the coming monsters. â€Å"What can I do?† he almost begged. I just shook my head. Out in the snow, Jacob whined unhappily. â€Å"G-g-g-get out of h-h-h-ere,† I ordered, again. â€Å"He's just worried about you,† Edward translated. â€Å"He's fine. His body is equipped to deal with this.† â€Å"H-h-h-h-h-h.† I wanted to say that he should still leave, but I couldn't get it past my teeth. I nearly bit my tongue off trying. At least Jacob did seem to be well equipped for the snow, better even than the others in his pack with his thicker, longer, shaggy russet fur. I wondered why that was. Jacob whimpered, a high-pitched, grating sound of complaint. â€Å"What do you want me to do?† Edward growled, too anxious to bother with politeness anymore. â€Å"Carry her through that? I don't see you making yourself useful. Why don't you go fetch a space heater or something?† â€Å"I'm ok-k-k-k-k-k-kay,† I protested. Judging from Edward's groan and the muted growl outside the tent, I hadn't convinced anyone. The wind rocked the tent roughly, and I shuddered in harmony with it. A sudden howl ripped through the roar of the wind, and I covered my ears against the noise. Edward scowled. â€Å"That was hardly necessary,† he muttered. â€Å"And that's the worst idea I've ever heard,† he called more loudly. â€Å"Better than anything you've come up with,† Jacob answered, his human voice startling me. â€Å"Go fetch a space heater,† he grumbled. â€Å"I'm not a St. Bernard.† I heard the sound of the zipper around the tent door pulling swiftly down. Jacob slid through the smallest opening he could manage, while the arctic air flowed in around him, a few flecks of snow falling to the floor of the tent. I shivered so hard it was a convulsion. â€Å"I don't like this,† Edward hissed as Jake zipped the tent door shut. â€Å"Just give her the coat and get out.† My eyes were adjusted enough to see shapes – Jacob was carrying the parka that had been hanging on a tree next to the tent. I tried to ask what they were talking about, but all that came out of my mouth was, â€Å"W-w-w-w-w-w,† as the shivering made me stutter uncontrollably. â€Å"The parka's for tomorrow – she's too cold to warm it up by herself. It's frozen.† He dropped it by the door. â€Å"You said she needed a space heater, and here I am.† Jacob held his arms as wide as the tent allowed. As usual, when he'd been running around as a wolf, he'd only thrown on the bare essentials – just a pair of sweats, no shirt, no shoes. â€Å"J-J-J-J-Jake, you'll f-f-f-freez-z-z-ze,† I tried to complain. â€Å"Not me,† he said cheerfully. â€Å"I run at a toasty one-oh-eight point nine these days. I'll have you sweating in no time.† Edward snarled, but Jacob didn't even look at him. Instead, he crawled to my side and started unzipping my sleeping bag. Edward's hand was suddenly hard on his shoulder, restraining, snow white against the dark skin. Jacob's jaw clenched, his nostrils flaring, his body recoiling from the cold touch. The long muscles in his arms flexed automatically. â€Å"Get your hand off of me,† he growled through his teeth. â€Å"Keep your hands off of her,† Edward answered blackly. â€Å"D-d-d-don't f-f-f-f-fight,† I pleaded. Another tremor rocked through me. It felt like my teeth were going to shatter, they were slamming together so hard. â€Å"I'm sure she'll thank you for this when her toes turn black and drop off,† Jacob snapped. Edward hesitated, then his hand fell away and he slid back to his position in the corner. His voice was flat and frightening. â€Å"Watch yourself.† Jacob chuckled. â€Å"Scoot over, Bella,† he said, zipping the sleeping bag open farther. I stared at him in outrage. No wonder Edward was reacting this way. â€Å"N-n-n-n-n,† I tried to protest. â€Å"Don't be stupid,† he said, exasperated. â€Å"Don't you like having ten toes?† He crammed his body into the nonexistent space, forcing the zipper up behind himself. And then I couldn't object – I didn't want to anymore. He was so warm. His arms constricted around me, holding me snugly against his bare chest. The heat was irresistible, like air after being underwater for too long. He cringed when I pressed my icy fingers eagerly against his skin. â€Å"Jeez, you're freezing, Bella,† he complained. â€Å"S-s-s-s-sorry,† I stuttered. â€Å"Try to relax,† he suggested as another shiver rippled through me violently. â€Å"You'll be warm in a minute. Of course, you'd warm up faster if you took your clothes off.† Edward growled sharply. â€Å"That's just a simple fact,† Jacob defended himself. â€Å"Survival one-oh-one.† â€Å"C-c-cut it out, Jake,† I said angrily, though my body refused to even try to pull away from him. â€Å"N-n-n- nobody really n-n-n-n-needs all ten t-t-t-toes.† â€Å"Don't worry about the bloodsucker,† Jacob suggested, and his tone was smug. â€Å"He's just jealous.† â€Å"Of course I am.† Edward's voice was velvet again, under control, a musical murmur in the darkness. â€Å"You don't have the faintest idea how much I wish I could do what you're doing for her, mongrel.† â€Å"Those are the breaks,† Jacob said lightly, but then his tone soured. â€Å"At least you know she wishes it was you.† â€Å"True,† Edward agreed. The shuddering slowed, became bearable while they wrangled. â€Å"There,† Jacob said, pleased. â€Å"Feeling better?† I was finally able to speak clearly. â€Å"Yes.† â€Å"Your lips are still blue,† he mused. â€Å"Want me to warm those up for you, too? You only have to ask.† Edward sighed heavily. â€Å"Behave yourself,† I muttered, pressing my face against his shoulder. He flinched again when my cold skin touched his, and I smiled with slightly vindictive satisfaction. It was already warm and snug inside the sleeping bag. Jacob's body heat seemed to radiate from every side – maybe because there was so much of him. I kicked my boots off, and pushed my toes against his legs. He jumped slightly, and then leaned his head down to press his hot cheek against my numb ear. I noticed that Jacob's skin had a woodsy, musky scent – it fit the setting, here in the middle of the forest. It was nice. I wondered if the Cullens and the Quileutes weren't just playing up that whole odor issue because of their prejudices. Everyone smelled fine to me. The storm howled like an animal attacking the tent, but it didn't worry me now. Jacob was out of the cold, and so was I. Plus, I was simply too exhausted to worry about anything – tired from just staying awake so late, and aching from the muscle spasms. My body relaxed slowly as I thawed, piece by frozen piece, and then turned limp. â€Å"Jake?† I mumbled sleepily. â€Å"Can I ask you something? I'm not trying to be a jerk or anything, I'm honestly curious.† They were the same words he'd used in my kitchen . . . how long ago was it now? â€Å"Sure,† he chuckled, remembering. â€Å"Why are you so much furrier than your friends? You don't have to answer if I'm being rude.† I didn't know the rules for etiquette as they applied to werewolf culture. â€Å"Because my hair is longer,† he said, amused – my question hadn't offended him, at least. He shook his head so that his unkempt hair – grown out to his chin now – tickled my cheek. â€Å"Oh.† I was surprised, but it made sense. So that was why they'd all cropped their hair in the beginning, when they joined the pack. â€Å"Then why don't you cut it? Do you like to be shaggy?† He didn't answer right away this time, and Edward laughed under his breath. â€Å"Sorry,† I said, pausing to yawn. â€Å"I didn't mean to pry. You don't have to tell me.† Jacob made an annoyed sound. â€Å"Oh, he'll tell you anyway, so I might as well. . . . I was growing my hair out because . . . it seemed like you liked it better long.† â€Å"Oh.† I felt awkward. â€Å"I, er, like it both ways, Jake. You don't need to be . . . inconvenienced.† He shrugged. â€Å"Turns out it was very convenient tonight, so don't worry about it.† I didn't have anything else to say. As the silence lengthened, my eyelids drooped and shut, and my breathing grew slower, more even. â€Å"That's right, honey, go to sleep,† Jacob whispered. I sighed, content, already half-unconscious. â€Å"Seth is here,† Edward muttered to Jacob, and I suddenly understood the point of the howling. â€Å"Perfect. Now you can keep an eye on everything else, while I take care of your girlfriend for you.† Edward didn't answer, but I groaned groggily. â€Å"Stop it,† I muttered. It was quiet then, inside at least. Outside, the wind shrieked insanely through the trees. The shimmying of the tent made it hard to sleep. The poles would suddenly jerk and quiver, pulling me back from the edge of unconsciousness each time I was close to slipping under. I felt so bad for the wolf, the boy that was stuck outside in the snow. My mind wandered as I waited for sleep to find me. This warm little space made me think of the early days with Jacob, and I remembered how it used to be when he was my replacement sun, the warmth that made my empty life livable. It had been a while since I'd thought of Jake that way, but here he was, warming me again. â€Å"Please!† Edward hissed. â€Å"Do you mind!† â€Å"What?† Jacob whispered back, his tone surprised. â€Å"Do you think you could attempt to control your thoughts?† Edward's low whisper was furious. â€Å"No one said you had to listen,† Jacob muttered, defiant, yet still embarrassed. â€Å"Get out of my head.† â€Å"I wish I could. You have no idea how loud your little fantasies are. It's like you're shouting them at me.† â€Å"I'll try to keep it down,† Jacob whispered sarcastically. There was a brief moment of silence. â€Å"Yes,† Edward answered an unspoken thought in a murmur so low I barely made it out. â€Å"I'm jealous of that, too.† â€Å"I figured it was like that,† Jacob whispered smugly. â€Å"Sort of evens the playing field up a little, doesn't it?† Edward chuckled. â€Å"In your dreams.† â€Å"You know, she could still change her mind,† Jacob taunted him. â€Å"Considering all the things I could do with her that you can't. At least, not without killing her, that is.† â€Å"Go to sleep, Jacob,† Edward murmured. â€Å"You're starting to get on my nerves.† â€Å"I think I will. I'm really very comfortable.† Edward didn't answer. I was too far gone to ask them to stop talking about me like I wasn't there. The conversation had taken on a dreamlike quality to me, and I wasn't sure I was really awake. â€Å"Maybe I would,† Edward said after a moment, answering a question I hadn't heard. â€Å"But would you be honest?† â€Å"You can always ask and see.† Edward's tone made me wonder if I was missing out on a joke. â€Å"Well, you see inside my head – let me see inside yours tonight, it's only fair,† Jacob said. â€Å"Your head is full of questions. Which one do you want me to answer?† â€Å"The jealousy . . . it has to be eating at you. You can't be as sure of yourself as you seem. Unless you have no emotions at all.† â€Å"Of course it is,† Edward agreed, no longer amused. â€Å"Right now it's so bad that I can barely control my voice. Of course, it's even worse when she's away from me, with you, and I can't see her.† â€Å"Do you think about it all the time?† Jacob whispered. â€Å"Does it make it hard to concentrate when she's not with you?† â€Å"Yes and no,† Edward said; he seemed determined to answer honestly. â€Å"My mind doesn't work quite the same as yours. I can think of many more things at one time. Of course, that means that I'm always able to think of you, always able to wonder if that's where her mind is, when she's quiet and thoughtful.† They were both still for a minute. â€Å"Yes, I would guess that she thinks about you often,† Edward murmured in response to Jacob's thoughts. â€Å"More often than I like. She worries that you're unhappy. Not that you don't know that. Not that you don't use that.† â€Å"I have to use whatever I can,† Jacob muttered. â€Å"I'm not working with your advantages – advantages like her knowing she's in love with you.† â€Å"That helps,† Edward agreed in a mild tone. Jacob was defiant. â€Å"She's in love with me, too, you know.† Edward didn't answer. Jacob sighed. â€Å"But she doesn't know it.† â€Å"I can't tell you if you're right.† â€Å"Does that bother you? Do you wish you could see what she's thinking, too?† â€Å"Yes . . . and no, again. She likes it better this way, and, though it sometimes drives me insane, I'd rather she was happy.† The wind ripped around the tent, shaking it like an earthquake. Jacob's arms tightened around me protectively. â€Å"Thank you,† Edward whispered. â€Å"Odd as this might sound, I suppose I'm glad you're here, Jacob.† â€Å"You mean, ‘as much as I'd love to kill you, I'm glad she's warm,' right?† â€Å"It's an uncomfortable truce, isn't it?† Jacob's whisper was suddenly smug. â€Å"I knew you were just as crazy jealous as I am.† â€Å"I'm not such a fool as to wear it on my sleeve like you do. It doesn't help your case, you know.† â€Å"You have more patience than I do.† â€Å"I should. I've had a hundred years to gain it. A hundred years of waiting for her.† â€Å"So . . . at what point did you decide to play the very patient good guy?† â€Å"When I saw how much it was hurting her to make her choose. It's not usually this difficult to control. I can smother the . . . less civilized feelings I may have for you fairly easily most of the time. Sometimes I think she sees through me, but I can't be sure.† â€Å"I think you were just worried that if you really forced her to choose, she might not choose you.† Edward didn't answer right away. â€Å"That was a part of it,† he finally admitted. â€Å"But only a small part. We all have our moments of doubt. Mostly I was worried that she'd hurt herself trying to sneak away to see you. After I'd accepted that she was more or less safe with you – as safe as Bella ever is – it seemed best to stop driving her to extremes.† Jacob sighed. â€Å"I'd tell her all of this, but she'd never believe me.† â€Å"I know.† It sounded like Edward was smiling. â€Å"You think you know everything,† Jacob muttered. â€Å"I don't know the future,† Edward said, his voice suddenly unsure. There was a long pause. â€Å"What would you do if she changed her mind?† Jacob asked. â€Å"I don't know that either.† Jacob chuckled quietly. â€Å"Would you try to kill me?† Sarcastic again, as if doubting Edward's ability to do it. â€Å"No.† â€Å"Why not?† Jacob's tone was still jeering. â€Å"Do you really think I would hurt her that way?† Jacob hesitated for a second, and then sighed. â€Å"Yeah, you're right. I know that's right. But sometimes . . .† â€Å"Sometimes it's an intriguing idea.† Jacob pressed his face into the sleeping bag to muffle his laugher. â€Å"Exactly,† he eventually agreed. What a strange dream this was. I wondered if it was the relentless wind that made me imagine all the whispering. Only the wind was screaming rather than whispering . . . â€Å"What is it like? Losing her?† Jacob asked after a quiet moment, and there was no hint of humor in his suddenly hoarse voice. â€Å"When you thought that you'd lost her forever? How did you . . . cope?† â€Å"That's very difficult for me to talk about.† Jacob waited. â€Å"There were two different times that I thought that.† Edward spoke each word just a little slower than normal. â€Å"The first time, when I thought I could leave her . . . that was . . . almost bearable. Because I thought she would forget me and it would be like I hadn't touched her life. For over six months I was able to stay away, to keep my promise that I wouldn't interfere again. It was getting close – I was fighting but I knew I wasn't going to win; I would have come back . . . just to check on her. That's what I would have told myself, anyway. And if I'd found her reasonably happy . . . I like to think that I could have gone away again. â€Å"But she wasn't happy. And I would have stayed. That's how she convinced me to stay with her tomorrow, of course. You were wondering about that before, what could possibly motivate me . . . what she was feeling so needlessly guilty about. She reminded me of what it did to her when I left – what it still does to her when I leave. She feels horrible about bringing that up, but she's right. I'll never be able to make up for that, but I'll never stop trying anyway.† Jacob didn't respond for a moment, listening to the storm or digesting what he'd heard, I didn't know which. â€Å"And the other time – when you thought she was dead?† Jacob whispered roughly. â€Å"Yes.† Edward answered a different question. â€Å"It will probably feel like that to you, won't it? The way you perceive us, you might not be able to see her as Bella anymore. But that's who she'll be.† â€Å"That's not what I asked.† Edward's voice came back fast and hard. â€Å"I can't tell you how it felt. There aren't words.† Jacob's arms flexed around me. â€Å"But you left because you didn't want to make her a bloodsucker. You want her to be human.† Edward spoke slowly. â€Å"Jacob, from the second that I realized that I loved her, I knew there were only four possibilities. The first alternative, the best one for Bella, would be if she didn't feel as strongly for me – if she got over me and moved on. I would accept that, though it would never change the way I felt. You think of me as a . . . living stone – hard and cold. That's true. We are set the way we are, and it is very rare for us to experience a real change. When that happens, as when Bella entered my life, it is a permanent change. There's no going back. . . . â€Å"The second alternative, the one I'd originally chosen, was to stay with her throughout her human life. It wasn't a good option for her, to waste her life with someone who couldn't be human with her, but it was the alternative I could most easily face. Knowing all along that, when she died, I would find a way to die, too. Sixty years, seventy years – it would seem like a very, very short time to me. . . . But then it proved much too dangerous for her to live in such close proximity with my world. It seemed like everything that could go wrong did. Or hung over us . . . waiting to go wrong. I was terrified that I wouldn't get those sixty years if I stayed near her while she was human. â€Å"So I chose option three. Which turned out to be the worst mistake of my very long life, as you know. I chose to take myself out of her world, hoping to force her into the first alternative. It didn't work, and it very nearly killed us both. â€Å"What do I have left but the fourth option? It's what she wants – at least, she thinks she does. I've been trying to delay her, to give her time to find a reason to change her mind, but she's very . . . stubborn. You know that. I'll be lucky to stretch this out a few more months. She has a horror of getting older, and her birthday is in September. . . .† â€Å"I like option one,† Jacob muttered. Edward didn't respond. â€Å"You know exactly how much I hate to accept this,† Jacob whispered slowly, â€Å"but I can see that you do love her . . . in your way. I can't argue with that anymore. â€Å"Given that, I don't think you should give up on the first alternative, not yet. I think there's a very good chance that she would be okay. After time. You know, if she hadn't jumped off a cliff in March . . . and if you'd waited another six months to check on her. . . . Well, you might have found her reasonably happy. I had a game plan.† Edward chuckled. â€Å"Maybe it would have worked. It was a well thought-out plan.† â€Å"Yeah.† Jake sighed. â€Å"But . . . ,† suddenly he was whispering so fast the words got tangled, â€Å"give me a year, bl – Edward. I really think I could make her happy. She's stubborn, no one knows that better than I do, but she's capable of healing. She would have healed before. And she could be human, with Charlie and Rene, and she could grow up, and have kids and . . . be Bella. â€Å"You love her enough that you have to see the advantages of that plan. She thinks you're very unselfish . . . are you really? Can you consider the idea that I might be better for her than you are?† â€Å"I have considered it,† Edward answered quietly. â€Å"In some ways, you would be better suited for her than another human. Bella takes some looking after, and you're strong enough that you could protect her from herself, and from everything that conspires against her. You have done that already, and I'll owe you for that for as long as I live – forever – whichever comes first. . . . â€Å"I even asked Alice if she could see that – see if Bella would be better off with you. She couldn't, of course. She can't see you, and then Bella's sure of her course, for now. â€Å"But I'm not stupid enough to make the same mistake I made before, Jacob. I won't try to force her into that first option again. As long as she wants me, I'm here.† â€Å"And if she were to decide that she wanted me?† Jacob challenged. â€Å"Okay, it's a long shot, I'll give you that.† â€Å"I would let her go.† â€Å"Just like that?† â€Å"In the sense that I'd never show her how hard it was for me, yes. But I would keep watch. You see, Jacob, you might leave her someday. Like Sam and Emily, you wouldn't have a choice. I would always be waiting in the wings, hoping for that to happen.† Jacob snorted quietly. â€Å"Well, you've been much more honest than I had any right to expect . . . Edward. Thanks for letting me in your head.† â€Å"As I said, I'm feeling oddly grateful for your presence in her life tonight. It was the least I could do. . . . You know, Jacob, if it weren't for the fact that we're natural enemies and that you're also trying to steal away the reason for my existence, I might actually like you.† â€Å"Maybe . . . if you weren't a disgusting vampire who was planning to suck out the life of the girl I love . . . well, no, not even then.† Edward chuckled. â€Å"Can I ask you something?† Edward said after a moment. â€Å"Why would you have to ask?† â€Å"I can only hear if you think of it. It's just a story that Bella seemed reluctant to tell me about the other day. Something about a third wife . . . ?† â€Å"What about it?† Edward didn't answer, listening to the story in Jacob's head. I heard his low hiss in the darkness. â€Å"What?† Jacob demanded again. â€Å"Of course,† Edward seethed. â€Å"Of course! I rather wish your elders had kept that story to themselves, Jacob.† â€Å"You don't like the leeches being painted as the bad guys?† Jacob mocked. â€Å"You know, they are. Then and now.† â€Å"I really couldn't care less about that part. Can't you guess which character Bella would identify with?† It took Jacob a minute. â€Å"Oh. Ugh. The third wife. Okay, I see your point.† â€Å"She wants to be there in the clearing. To do what little she can, as she puts it.† He sighed. â€Å"That was the secondary reason for my staying with her tomorrow. She's quite inventive when she wants something.† â€Å"You know, your military brother gave her the idea just as much as the story did.† â€Å"Neither side meant any harm,† Edward whispered, peace-making now. â€Å"And when does this little truce end?† Jacob asked. â€Å"First light? Or do we wait until after the fight?† There was a pause as they both considered. â€Å"First light,† they whispered together, and then laughed quietly. â€Å"Sleep well, Jacob,† Edward murmured. â€Å"Enjoy the moment.† It was quiet again, and the tent held still for a few minutes. The wind seemed to have decided that it wasn't going to flatten us after all, and was giving up the fight. Edward groaned softly. â€Å"I didn't mean that quite so literally.† â€Å"Sorry,† Jacob whispered. â€Å"You could leave, you know – give us a little privacy.† â€Å"Would you like me to help you sleep, Jacob?† Edward offered. â€Å"You could try,† Jacob said, unconcerned. â€Å"It would be interesting to see who walked away, wouldn't it?† â€Å"Don't tempt me too far, wolf. My patience isn't that perfect.† Jacob whispered a laugh. â€Å"I'd rather not move just now, if you don't mind.† Edward started humming to himself, louder than usual – trying to drown out Jacob's thoughts, I assumed. But it was my lullaby he hummed, and, despite my growing discomfort with this whispered dream, I sank deeper into unconsciousness . . . into other dreams that made better sense. . . .

To what extent was Lenin crucial to the Bolshevik

To what extent was Lenin crucial to the Bolshevik seizure of power in October 1917? On 24th October 1917 the Lenin and the Bolsheviks led a revolution in Russia. The Bolshevik Red Guards led a revolution against the Provisional Government by seizing control of stations, telephone exchanges, post offices, the national bank and the Winter Palace in Petrograd. Now Lenin set about creating the world's first communist state. Although he was a strong influence, he was not solely responsible for the outbreak of revolution.There are other important causes of the Bolshevik seizure of ower, such as the weakness of the Provisional government and Kerenskys mistakes. Also other important factor was the actions of Trotsky and the timing and luck of the Bolsheviks. However, Lenin was, toa large extent, crucial to the Bolshevik seizure of power because he presented his April thesis, which gave the people of Russia an awakening to the communist aim. Lenin was important to the Bolshevik seizure of pow er as he was able to manipulate public opinion using slogans and propaganda.This was also shown early in the year, before Lenin's return to Russia from Switzerland. The Bolsheviks in Russia had printed in ‘Pravda' (their newspaper) that their members and followers should support the Provisional Government, and also that they had given serious thought to the idea of combining with the Mensheviks. This was all very contrary to what Lenin wrote in his ‘April Theses' which clearly laid out his views and beliefs on the subject. A key point of his ‘April Theses' was â€Å"No Support for the Provisional Government†, yet without him his party were proposing just that.Lenin as an individual was able to force the Bolsheviks to follow his beliefs nd goals and without him they may never have chosen this course of action at all. Through his April thesis, particularly the slogans â€Å"Peace, Bread, Land† and â€Å"All Power to the Soviets†, he was able to h arness the support of the Russian people. These slogans appealed to the majority, the peasants and the workers. The support of the people was an extremely important factor, as this is the support which determined that there would be little resistance to the Bolshevik revolution.This shows Lenin's importance in the occurrence of the October Revolution. Lenin's character as an individual was a vital reason to the success of the Bolsheviks. Prior to the February Revolution, the Bolshevik party was not the most powerful. Lenin was strong, determined and dedicated to the revolution. His speeches were inspiring. The â€Å"April Theses† forced through key policy decisions. Lenin rewrote Marx's ideas, he believed the Bourgeois revolution can be followed immediately by a socialist revolution. Which was different to the Bolshevik views but after he presented his ideas he won over the Bolsheviks.Lenin's leadership, and his usage and manipulation of events taking place in Russia after hi s return, facilitated their ability to seize control. The failure of the Provisional government was also a key reason why the Bolsheviks seized power in October 1917. In February, the constitutional monarchy reluctantly granted in 1905 by the Tsar collapsed following riots over food shortages and the continuing slaughter of Russian soldiers in the World War l. Tsar Nicholas II was forced to abdicate and a provisional government came into power I . existed to till the void ot ower in the chaos of rioting and the Bolsheviks did not accept any part in it. Disassociating himself and the party from the Provisional Government was to prove a wise decision by Lenin. Despite early acceptance of the Provisional Government by the people, it soon lost popularity in the face of Russia's continuing presence in the war and loss of life. They also became unpopular when took the peasants land This made Russia a fertile ground for Bolshevik revolutionary ideas. The Bolsheviks came to power at an espe cially volatile time in Russian history – the ProvisionalGovernment was weak-willed, disorganized, and ripe for Bolshevik insurrection. Kerenskys mistakes, as a leading member of the Provisional Government, were also a important reason in the Bolsheviks seizure of power. He served as Minister of War under Prince Lvov before becoming leader of the Provisional Government in July 1917. Kerensky, as a Menshevik, was a moderate socialist who saw a need to work with the Liberals in order to bring about change. He was a superb speaker but he struggled to remain in control of events during the summer of 1917: the June offensive.His attempt to revitalise the Russian army against Germany failed and the confusion caused by his role in the Kornilov Affair greatly undermined his position. General Lavr Kornilov replaced the commander-in-chief, Brusilov, after the failed June Offensive. A myth that was present in 1917 was that Kornilov planned a coup d' ©tat against the provisional govern ment. When Kornilov ordered troops into Petrograd, not on the bases of this myth but as he was concerned of a left-wing radical plot against the government, Kerensky panicked fearing a military takeover.Kerensky arrested Kornilov, who was innocent and loyal, and armed groups of workers, many Bolsheviks. This was a vital for the Bolsheviks, and their future success in seizing power, because they are now seen as defenders and their numbers increased. They were also still armed from the Kornilov affair. Kerensky and the Provisional government were now completely undermined. Trotsky and the timing of the uprising are also a key reason by the Bolsheviks were able to seize power in October 1917. The Bolsheviks claimed they were acting on behalf of the Soviet who were in oalition with the Provisional government.Although Kerensky was aware the Bolsheviks were planning some kind of takeover, he did not take any pivotal action. The takeover was organised and almost bloodless. The planning of the takeover was the responsibility of Trotsky, a leading Social democrat who had Joined the Bolsheviks in May. This was a plan of Lenin's, as he hoped it would hide the Bolshevik involvement. The planning was handed over to the military revolutionary committee of the Petrograd Soviet, who Trotsky was chairman. Trotsky was responsible for the akeover being carried out smoothly and efficiently.Trotsky played an important role in organising the Bolshevik seizure of power. In conclusion, toa large extent Lenin was crucial to the Bolshevik seizure of power in October 1917. Lenin was a brilliant leader – a professional revolutionary who was ruthless, a brilliant speaker, a good planner with ONE aim: to overthrow the government. The Bolsheviks were well-led. Lenin used both the war and the failure of the Provisional government to his advantage by saying how he would stop the war and take over from the ProvisionalGovernment who didn't seem to be listening to the people. His strong p ersonality and ty to communicate well witn the people gave the Bolsheviks many supporters in the revolution and so ultimately gave them the upper hand against the Provisional Government. Lenin changed the Marx theory, by skipping capitalism – Marxist Leninism, therefore Communism was now seen as conceivable. The Bolshevik party was the only party that opposed the Provisional government, as the provisional government was unpopular, the Bolsheviks once again gained a lot of support.

Seasonal Allergens

In Austin many people suffer from seasonal allergies which are triggered by mold spores and pollen grains mainly during spring and fall. Mold spores are responsible for causing seasonal allergic rhinitis also known as hay fever. Molds did not have a specific bloomy seasons but their presence in the air is affect by weather conditions such as rain, temperature, humidity and wind. There numbers increase during warm humid summer months and reach their peak during fall. O the other hand pollen grains have specific pollination period usually depending on the origin of the plant.When allergen substances and pollen grains enter the body, they cause the immune system to respond through an allergic reaction. During seasonal allergens people who are allergy sufferers should be encouraged to avoid the allergens by staying indoors. Allergy sufferers should learn to avoid early morning outdoor activities mainly because this is when pollen grains are being transferred from one tree to another. Pol len Allergy Pollens grains are protective sacks that certain male gametes that are necessary for plant fertilization.During pollination time, these male gametes are transferred to female plant for fertilization. Wind loving plants now rely on the wind to transfer their pollens grains. This is the main cause of allergic problems because the pollen grains of wind loving plant are very light in weight and air borne particles. In Austin, Texas trees like oak and elm pollinate during spring and therefore cause seasonal allergies in early spring. Ragweed plant is disastrous to allergy sufferers because it pollinates from mid August to October.The pollen grains of this plant are very light weight and can travel to a distance of 400 miles from the plant. Mold allergy Micro-scoping mold spores are present all year round floating in the air just like pollen grains, but they peak during summer and fall. Mold air borne allergies are both found indoors and outdoors and include cladosporium and a spergillus. The most common sign of these season allergens are sore throat, itchiness, running nose, sneezing and congestion. During seasonal allergic periods, pollen grain and mold spores are very high and they stick on clothing, hair, skin and pets.Pollen grain transfer usually takes place during the early morning period Cedar fever Cedar fever is also referred to as mountain cedar allergy which seasonally starts from December all the way to February. This allergy is caused by the mountain cedar tree and tree of the cypress family. The mountain cedar tree grows naturally to a maximum of 30 feet. It is an evergreen tree which the most allergenic tree in Austin Texas. The tree has both male and female plants and it pollinates from October to May. During this period, the male plant transfers its pollen grain to the female plant.This occurs mainly during the windy seasons when the branches of this tree are disturbed and its pollen grains appear like smoke in the air. Oak allergy Oak t rees shed allergen amount of pollen grains starting from February to late May. The sufferers of oak allergy usually reach the peak of their symptoms during mid April. Oak tree allergies can range from moderate to severe allergic reaction. Austin has a great diversity of oak tree are yellowish in colour will stick on house roofs, cars and outdoor furniture’s. Seasonal allergensAustin is rated among the top five worst places hit by allergies. It has three unique pollen seasons which occur during the Fall, the Spring and Winter. In the Fall, the ragweed plant and other weed are responsible for releasing their pollen grains usually from mid August all the way to early November. In Austin, this season last for a long period than in any other part of the country. During the Spring, the oak tree, Elm and Ash trees transfer their pollen grains starting from February to early June. In the winter, the mountain cedar tree releases its pollen from December up to February.Pollen counts fr om the central Texas are the highest pollen counts of any type of plant in the world. During days of high cedar pollen counts, people who are allergic to cedar cannot go outdoors without having serious allergenic symptoms. (Guyton, AC, and Hall, JE, 2006). Scientific review of human allergies Abstract Allergies are disorders of the immune systems that occur as a reaction to environmental substances. An allergic response also known as immediate hypersensitivity is characterized by excessive activation of mast cell by immunoglobulin E.Allergic responses can be divided into two pathophysiological phases including the acute response and the late-phase response. The acute or immediate response occurs immediately after being exposed to a particular allergen. Allergic responses consist of primary responses and secondary responses. A primary immune response occurs after a first encounter with an antigen. Human allergies have two major risk factors which include environmental and host factor s. Host factors include age, heredity and race while environmental factors vary from exposure to infectious diseases, dietary changes, allergen counts and environmental pollution.Allergic symptoms could be moderate or severe depending on the immune system of the affected person. Human allergies Scientific research studies suggest that allergies are the fifth leading chronic disease and affect more than 50 million people in the United States. There are various types of allergies ranging from allergic rhinitis to food allergy. Allergic rhinitis causes swelling of the nasal mucosa and respiratory discomfort such as running nose and sneezing. Skin allergies cause blisters and itchy rashes that rise from touching allergic substances.Allergy swelling can cause swallowing difficulties. Anaphylactic allergies cause severe symptoms such as bronchoconstiction, skin reaction and sometimes lead to death. Scientific studies show that children who have allergic parents have a higher likelihood of developing similar allergies. The human’s immune systems is developed in such a manner that it can detect a foreign organism in the body. If a foreign substance such as pollen is identified the body defence mechanism came into action to fight the foreign substance. The body produces immunoglobulin E to fight the detected foreign organism.(Leznoff. A. , (1999). Allergic symptoms usually occur when a sensitive person is exposed to a substance that could be harmless to other normal people. Allergic symptoms are mainly inherited but could also develop at any age depending on the time of exposure to allergens. There are three major categories of allergens including inhalants such as pollens, mold and dust. The other categories are ingestions and injected substances such as drug, beverages and vaccines. Allergies are disorders of the immune systems that occur as a reaction to environmental substances.An allergic response also known as immediate hypersensitivity is characterized by excessive activation of mast cell by immunoglobulin E. most allergic substances are airborne particles especially dust and pollen grains. Hay fever is an allergic reaction that occurs in response to airborne pollen and it causes sneezing, irritation of the nose and the redness of the eyes. Inhaled pollen grains could also cause asthmatic symptoms trough bronchoconstriction, shortness of breathe, wheezing and excessive production of mucus in the lungs.Allergic reactions can also result from food, medication and insect bites. Food allergies may cause symptoms such as vomiting, abdominal pains, swelling of the skin or diarrhea. Insect bites and medication cause a systematic response that is also known as anaphylaxis which affects multiple systems of the body. Human allergies have two major risk factors which include environmental and host factors. Host factors include age, heredity and race while environmental factors vary from exposure to infectious diseases, dietary changes, allerge n counts and environmental pollution. (http://www.setel. com/~allergy/Products/allergy) Seasonal allergy responses and how human health is affected Abstract Seasonal allergens have very adverse reactions on different people depending on the type of allergen and the immune system of each individual. Seasonal allergies could interfere with a person’s ability to perform their daily duties. In the United States, up to 35million people suffer from seasonal allergies and as a result, an average of 4 million workdays are lost each year. A majority of allergy sufferers have reported that they have difficulty sleeping or working effectively.Seasonal allergic responses During seasonal allergens people who are allergy sufferers should be encouraged to avoid the allergens by staying indoors. This method is effective when they limit outdoor activities especially when the pollen counts are at their peak. If one cannot afford going outdoors, they must take a shower and change clothes immedi ately after, because pollen grains stick to hair, clothing and skin. Allergy sufferers should learn to avoid early morning outdoor activities mainly because this is when pollen grains are being transferred from one tree to another.In cases where one must work outdoor, they should wear a dust and pollen mask that helps to prevent inhaling pollen grains, mold spores and dust. Allergy sufferers could respond to seasonal allergens through immunotherapy, whereby they get allergy vaccines which lead to reduction in allergic symptoms. After taking shots for a period of 3 to 5 years, allergy sufferers experience reduced symptoms and thus need less medication. Allergy shots are more effective for inhalants and insect bite allergies. other people can respond to allergens by taking medication to control the allergic symptoms.The common types of medication used include lung inhalers, nasal sprays and oral medication. Allergic symptoms could be moderate or severe depending on the immune system o f the affected person. Allergies are overreactions of the immune system to foreign substances such as pollen grains, peanuts, insect bites and certain medications. Allergic symptoms usually include sneezing, running nose, itching, skin rashes and wheezing. On many occasions allergic reactions could lead to asthma, which occurs when the airways are temporarily blocked or even narrowed due to exposure to certain allergens.Symptoms of an asthma attack mainly include difficulty breathing, wheezing, shortness of breathe or coughing. (http://allergies. about. com/od/alternatives/Alternative_Allergy_Treatment_Options. htm) Allergic responses Allergic responses can be divided into two pathophysiological phases including the acute response and the late-phase response. The acute or immediate response occurs immediately after being exposed to a particular allergen. Allergic responses consist of primary responses and secondary responses. A primary immune response occurs after a first encounter with an antigen.This type of response is small and has a long induction phase. On the other hand, secondary responses occur after a second exposure to a particular antigen. The acute allergic response occurs within minutes following an allergen exposure caused by the release of histamine and mast cell granules. This acute allergic response is referred to as type 1 allergic reaction. The type 1V allergic reaction may occur within a period of 6 hours to 12 hours after an exposure to an allergen. On detecting a foreign substance in the body, the immune system reacts to the antigen in two responses which include cellular response and antibody response.In cellular response, the immune system produces special white blood cells which are referred to as T lymphocytes, which have the capability of binding to the foreign antigens and destroying them. In the antibody response, the immune system reacts by producing and releasing blood proteins known as antibodies into the bloodstream. (Levinson , W. , (2004). When allergen substances and pollen grains enter the body, they cause the immune system to respond through an allergic reaction. The immune system produces antibodies which have mast cells attached to them.These antibodies bind to the allergen substances either on the skin, in the nose or in the respiratory system. On binding with allergens, mast cells become activated and release histamine, a substance that produces most of the symptoms associated with allergic reactions. The symptoms include wheezing, itching, sneezing and nasal congestions. Although these symptoms are meant to assist the body in fighting off the foreign substances, they could sometimes be very severe and fatal on some people. References Allergies, (2006a), Alternative Allergy Treatment Options, [Online], retrieved from Internet on 10 January 2007, http://allergies.about. com/od/alternatives/Alternative_Allergy_Treatment_Options. htm Allergy, (2006), What is Allergy, [Online], retrieved from Interne t on 10 January 2007, http://www. setel. com/~allergy/Products/allergy Guyton, AC, and Hall, JE, (2006), Textbook of Medical Physiology-11th Edition, Published by Elsevier, Pa. , ISBN 13-81-8147-920-3 Levinson, W. , (2004), Medical Microbiology & Immunology, 8th Edition, McGraw Hill Companies, ISBN 0-07-143199-3 Leznoff. A. , (1999), Provocative challenges in patients with multiple chemical sensitivity, J Allergy Clin Immunol 1997 Apr; 99 (4):438-42

Decisions in Paradise, Part III Essay Example | Topics and Well Written Essays - 1250 words

Decisions in Paradise, Part III - Essay Example As the Business School in Kava can surely cover ARS Corp’s CSR and also has the Kava’s market is optimal for a Business School with good number of target customers, it can surely go ahead with its plan. In addition, there is good support from the Kava Government as well as its people for the establishment of the Business School because it fulfills their key necessity in relation to education. Although, these favorable points can push the ARS Corp to initiate the establishment, starting with the flow of needed funds from its headquarters, there are some key factors which need to be analyzed. These key factors could impact the establishment process, and so to positively and beneficially manage those impacts, apt resources has to be considered and implemented. Even then, there could be ethical issues, which need to be managed aptly for the success of the Business School. Factors affecting decision implementation and the proposed solution The factors that may affect ARS Cor p’s decision to go for a business school can be seen in both its internal environment and also its external environment. Both these factors could impact or even negatively affect the decision of ARS Corp to go for a Business School. When one focuses on the external environment, the main factor is the continuing problems with natural disasters in Kava. Kava is located precariously in the Pacific Ocean and is facing most of the natural disasters known to man. That is, Pacific Ocean countries or islands will always face heightened natural disasters because of its problematic geographical location, with major tectonic plates passing through and with many hurricanes and tornadoes arising and passing through that region. Island nations in the Pacific Ocean experience natural disasters associated with typhoons, and because of their proximity to the Pacific Ocean's "Ring of Fire" – (the term refers to the Pacific region where high numbers of earthquakes as well as volcanic eru ptions occur). (Przyborski and Platnick, 2008). On the same lines, in Kava, many natural and even man-made disasters happen quite often and that includes Tornadoes, Floods, Earthquakes, Volcanic eruptions, Fires, etc. These natural disasters could very well destroy ARS Corp’s Business School if it crosses the location of the school, or if the epicenter of impact is near to the school. â€Å"That’s why the mess all around here. Some disaster hit this place. Right?† (Case Scenario). Although, ARS Corp could try building its Business School, incorporating various inbuilt protections, based on structural techniques and other technologies, skeptics still point out it cannot be foolproof. If this skepticism spreads to ARS Corp hierarchy both in the Kava as well as in the headquarters, then there will be big question mark over the project. Resources and actions required The decision to build the Business School can be carried forward with confidence as there are quite few resources to counter the natural disasters. One of the first steps to counter natural disasters is finding a somewhat safe or even strategic location inside Kava, where there will be minimum impact of natural disasters. Although, Kava is fully exposed to natural disasters, there may be some locations, even deep inside the Island, where the impact of the natural disasters could be toned down. The first duty of ARS Corp is to search and corner in on such a location, even while taking into

Global Communications Gap Analysis Research Paper

Global Communications Gap Analysis - Research Paper Example That is, a particular organization will not be successful due to failed organizational strategies, decision-making process, etc, as well as the inept functioning of the employees. In order to correct these mistakes and to put the organization on the successful path, effective at the same time strong decisions have to be taken, without any impassiveness. One of the strong and impassive decisions should layoff of the employees, who are expendable. Although this decision will be a difficult one to take, both from the organizational and ethical point of view, it has to be taken for organizational well being. From employees’ perspective, they can be taken care, by finding other alternate options. â€Å"They got the right people on the bus, moved the wrong people off, ushered the right people to the right seats - and then they figured out where to drive it† (Collins cited in Grissom, 2006). So, this paper will discuss how Global Communication can reach its two important targe ts of achieving optimum growth as well as the tag of being the global player, through layoff of expendable workers, with the help of more innovations and plus outsourcing route. Situation Analysis Issue and Opportunity Identification Global Communications (or GC for short) is in a tight situation because of financial downslides and also due to tough competitions. To further add to its woes, the entire telecommunications sector was also not showing good growth. The fact that validates the GC tough scenario is the 50 percent depreciation it suffered in its stock value, leading to a struggling financial situation. With many competitors fighting for the same local, national as well as international markets, offering slew of new services like complete solutions for computers, televisions and plain old telephone service (POT), Global is facing very tough competition. To overcome this tough situation, beat off the competitors and increase the profits, the GC’s senior leadership team has come up with a two-pronged aggressive approach. The first plan is to, come up with their own new services, which can compete with the local telephone and cable companies. In that direction, GC got associated with a satellite provider, and has plans to offer value added services like video services and satellite version of broadband. This partnership with a wireless satellite provider can actualize a scenario where the small business owners can have anytime Internet access, just by using their wireless telephones or PC cards. The second strategy as part of the two-pronged approach is cost-cutting through the removal of employees. For that, they have identified number of job designations, which can be removed, while absorbing a minor portion of employees in other departments. The laid off jobs will be moved to India and Ireland as part of outsourcing strategy. With GC’s analysis showing that outsourcing could reduce unit costs for handling calls by nearly 40%, and with GC wanting to become a global corporation, this plan appears feasible. However, when viewed from another perspective, it raises some organizational and ethical dilemmas. Stakeholder Perspectives/Ethical Dilemmas GC GC to overcome its tough financial situation has come up with a twin strategy. Although GC’s first plan to introduce new services including value added servi

Applying Lean To E-Commerce Business Essay Example | Topics and Well Written Essays - 500 words

Applying Lean To E-Commerce Business - Essay Example The typical example of such well-known e-commerce business with production problem is Disney Shop.Disney Store uses e-commerce as a mainstream approach to the sale of the variety of products through online stores. Users of the online store login, create the account, select preferred items, go through a payment system, and have the products shipped to them within an identified time. Financial records from the business, however, shows production related problems whereby the companies are recording increases in revenues but still have declining profits (Disney Stores, 2014). Hines (2008) noted that a typical cause of such a situation is the high level of waste in the production system, reducing the productivity and efficiency levels of the company significantly. With such reduced productivity and efficiency, the company will be making more revenue but due to high expenditure, the income does not balance the expenditure and so there are losses. The overall aim of lean thinking is to ensure that there are high benefit and value from production through the elimination of waste (Womack, Jones & Ross, 1990). The reason lean is seen as useful in solving the problem is that it will ensure that all forms of waste that have created unwarranted expenditure will be done away with. In any typical organization such as Disney Store, when lean is adopted, there are seven major types of wastes that are targeted for elimination. These include production defects, overproduction, unnecessary transportation, long waiting, unnecessary inventory, unnecessary motion, and over-processing (Hines, 2008). For most companies, once these forms of wastes are available, they would be seen to be making a lot of sales but in reality, they lack profitability. The reason for lacking profitability is because the wastes bring about the huge cost of production that consumes the sales.

Calvin Klein in the UK Womens fragrances market Essay

Calvin Klein in the UK Womens fragrances market - Essay Example Calvin Klein is a quite visible brand in the UK women’s fragrances market. Though the market niche Calvin Klein works in is quite competitive, the company manages to remain successful and profitable. The reasons of such success may lie behind successful branding and marketing strategies of Calvin Klein. However, that might not be the case. So, in order to determine what role branding plays in Calvin Klein’s achieving success the given paper will analyze the major principles of branding applying them to Calvin Klein. The UK market of women’s fragrances, as well the influence of own brands on Calvin Klein will be analyzed for this purpose too.A brand is what can make a business more successful. The major goal of branding is to deliver the essence of a business to customers, to make them associate something with the product that stands behind the brand. In addition, effective branding creates increased product awareness, so that potential buyers of a product know ex actly what the benefits of the product are. Such brand attributes as a logo or a slogan, among others, gets associated with the product itself. Similarly, a branding strategy may involve people’s associating certain emotions, thoughts, states, images or experiences with the brand and the product. The goals of branding include delivering the message about the product, as well as values that stand behind it, to the customers, building consumer loyalty toward the product, motivating potential consumers for buying the product, highlighting the advantages of the product, and even creating an emotional connection between people and the product. That is exactly what’s taking place in the UK market of women’s fragrances. Since it is a rather competitive market, the importance of branding cannot be underestimated. The competition is fierce, so companies must be doing their best for maintaining their visibility and success in the market. The average annual growth rate of the UK women’s fragrances market was 5% in 2007, and 62% of the market are occupied by five large companies, according to UK Market Intelligence Report (2007). So, though Calvin Klein is known worldwide, the competition in the UK is great. Women’s fragrances of such famous brands as Christian Dior, Gucci, Ralph Lauren, Emporio Armani, Chanel, and Tommy Hilfiger are being sold along with Calvin Klein perfumes. Furthermore, in addition to competing with globally known labels, Calvin Klein has to compete with own label brands. European Cosmetic Markets (2005) reports that, though famous brands are preferred by UK women and make 92% of the proposition, the share of private label perfumes is growing. In 2005, for instance, it made 8% and experienced a 8.2% growth. Though in many markets own brands are represented by cheap alternatives to well established brands, the situation in the women’s fragrance market of the UK is different. According to UK Market Intelligence Report (2007), niche luxury brands that bring clients value, individuality, and a feeling of rarity and authenticity, such as Calvin Klein, are more popular among buyers and are one of the market drivers. Therefore, own labels that compete with such brands are, these days, not simply cheap analogs, but, on the contrary, similarly positioned and well advertised labels. As such, own labels of the women’s fragrance market are nearly as strong as globally known brands. Furthermore, in addition to creating competition, own brands are a threat to Calvin Klein. As Tutor2u.net reports, sales of own brands are continuously growing in the UK. This may lead to supermarket’s giving preference to their own brands, thus reducing the number of other brands on their shelves. Though it is rather difficult for own labels to compete in the market of luxurious fragrance due to a high number of established labels, own brands might still be a problem for Calvin Klein. Amplifying, according to Kotler et al. (2009) is one of the strategies Calvin Klein uses for marketing its

Shaquille O'neal Research Paper Example | Topics and Well Written Essays - 1250 words

Shaquille O'neal - Research Paper Example His performance and his achievements in the field of basketball are magnificent. However, calling him just a great basketball player will be like doing injustice to his personality. His achievements, both on and off the court, shows that he is a man of versatile talents and hence, one can say that he is an all-rounder whose achievements speak volumes about his character, strength and courage. Childhood Shaquille O’Neal was born in Newark, New Jersey, on March 6, 1972 (Schaefer, 2003, p.11). Shaquille’s mother Lucille O’ Neal gave him an Arabic name ‘Shaquille’ which means ‘little warrior’ (Schaefer, 2003, p.11). Shaquille’s mother was a tall woman measuring 6 feet 2 inches in height (Smith & Wilson, 2005, p.10). Soon after finishing high school and when she was still single, Lucille O’Neal became pregnant with Shaquille (Smith & Wilson, 2005, p.10). Shaquille’s biological father never married his mother and hence, du e to lack of financial support, they lived in poor neighborhood and didn’t have much in form of financial security (Smith & Wilson, 2005, p.10). Lucille married Phillip Harrison when Shaquille was two years old (Schaefer, 2003, p.11). Shaquille called Phillip his ‘real dad’ even though he was not his biological father (Schaefer, 2003, p.11) because Phillip gave Shaquille every sort of support that a real father would have given. Shaquille has three younger siblings named Lateefah, Ayesha and Jamaal (Schaefer, 2003, p.11). Shaquille’s family never got to stay at one place for a long time as they had to move often as Phillip, being in the US Army, was transferred every two years (Schaefer, 2003, p.13). Hence, Shaquille got to stay in different places like Germany, Georgia, and New Jersey (Schaefer, 2003, p.13). Right from the childhood, Shaquille had an unusual growth pattern in his physique. He was 3 feet 10 inches tall by the age of 4, and 6 feet tall by t he age of 12 (Schaefer, 2003, p.13). Due to the unusual height and large body, he was teased by his classmates because they thought that he was lying about his age (Schaefer, 2003, p.13). However, the fact is that he was actually younger than his classmates as he had started school a year earlier (Schaefer, 2003, p.13). Fortunately, his large size did not remain his weakness for a long time as it proved to be boon in his life. Shaquille dreamt of becoming an actor or a singer in his childhood (Schaefer, 2003, p.13). However, he developed interest in basketball as he realized that his size and height were great advantage in that sport (Schaefer, 2003, p.13). Shaquille was 13 and measured 6 feet 8 inches in height when his family moved back to Germany in 1985 (Schaefer, 2003, p.13). It did not take time for him to be recognized as one of the best young basketball players in Germany (Schaefer, 2003, p.13). It was Coach Dale Brown who recognized the great potential in Shaquille Oâ€℠¢Neal and knew that there was immense talent in him waiting to be unleashed (Bernstein, 2009, p.10). The Basketball Journey When major college Coach Dale Brown from Louisiana State University saw Shaquille’s basketball abilities when he had come to the army base to give a basketball clinic, he was highly impressed and took serious interest in him (Schaefer, 2003, p.14). Coach Brown worked on Shaquille’s physical fitness as Shaquille was only 14 and was clumsy (Bernstein, 2009, p.10). Coach Brown encouraged Shaquille to work hard by making him believe that he had a potential to

International Business Management Essay Example | Topics and Well Written Essays - 2500 words

International Business Management - Essay Example 182). At the same time, it is also interesting to see that the global ICT network does not share many common features but has distinctive features (Shin & Park, 2007, p. 263). Due to the unique characteristics of high technologies and particular characteristics of ICT sector, development in this sector has become complicated (Chlivickas et al., 2009, p.324). In the following parts of this paper, the Internet history has been incorporated. The history of the Internet describes the role of the United States and its adversaries in the pre and post Cold War era situations. Subsequent to that, the definition of the Internet has been provided. It is followed by the information communication technology segment, in which the concept of information communication technology has been discussed. But before the description of some of the major aspects relating to the concept, the basic and comprehensive definition of information communication technology has been provided. This definition encompas ses not only the intangible aspects of ICT but also the tangible ones. Before the summary part, global trends and the effects of the Internet on the ICT have been included. History of the Internet The internet has continued to evolve, meeting the needs of all kinds of users (Kozierok, 2005, p.122). â€Å"The Internet’s roots can be traced back to 1957 when the United States formed the Advanced Research Projects Agency (ARPA) within the Department of Defence† (Gallo & Hancock, 2002, p.56). The formation of ARPA was mainly caused by the US response to the former Soviet Union’s launch of Sputnik, which was a unique innovation of artificial earth satellite. As the hostility continued between the two countries, the ARPA’s ultimate objective was to counter the measures taken by the former Soviet Union. In order to achieve this objective, ARPA’s mission was to make efforts and establish the United States as the world’s leading country in military a nd defence applicable science and technology applications (Gallo & Hancock, 202, p.56). Subsequent to that, the establishment of DARPA enabled the team of the ARPA to develop and run internetwork named ARPANET, the Advanced Research Projects Agency Network, in the year of 1969. Originally, the ARPANET was built to serve defence and military objectives, but with the passage of time it underwent numerous changes and modifications that increased its use among other people. The formal innovation and development of a comprehensive system of internetworking protocols started in 1973 (Kozierok, 2005, p.122). In the initial phase of this technology, only one protocol was used for the purpose of internetworking. However, with the passage of time improvements were introduced in the internetworking protocols and better versions of this technology began to show their importance for the current and potential users. Definition of the Internet It is hard to give a precise and exact definition elab orating all uses and characteristics of the Internet. However, Schneider et al. (2009) quote the definition provided by the Federal Networking Council (FNC), which states that â€Å"Internet† is â€Å"the global information system that: (i) Is logically linked together by a globally unique address space based on the Internet Protocol (IP) or its subsequent extensions; (ii) Is able to support communications using the Transmission

Food Safety Bulletin Essay Example | Topics and Well Written Essays - 500 words

Food Safety Bulletin - Essay Example Their children will get ill and in return they not only have to spend extra cost on medical but the mental pressure they have to go through is much worse. So it is necessary to educate the people regarding the health issues, food etc but most of our society is ill-literate. It is mostly believed that the food is not harmful but things like raw meat, poultry, fish , eggs contains bacteria which are harmful so in such a case media is of great importance. Television, radio can be used to target market. In places where people have no such knowledge electronic media will be able to give them knowledge about the safety precautions which should be adopted. It is not necessary that only the raw food contains bacteria it can be contaminated at the time of purchase too. So mishandling is one of the greatest errors which are responsible for food-borne illness. Food safety centers should be established which should guide the public regarding the raw meat. At what temperature it should be kept in the freezer and for how long it will survive? Meat should not be left opened because bacteria tend to multiply very soon it should be rinsed as soon as possible and should be kept at the required temperature.

Assessment Template Essay Example for Free

Assessment Template Essay A trainer of this Competency Unit must: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ be certified competent in preparation, delivery and evaluation of training sessions or relevant National Trainer Competency Standards certification (ACTA) Assessor Requirements An assessor of this Competency Unit must: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ be certified  competent in the conduct of competency-based assessments or relevant National Trainer Competency Standards certification (ACTA) Candidates Profile Description of candidates: Age group: 21 to 55 years old Education level: PSLE or equivalent Language: Chinese / Basic English Minimum ability of: †¢ Singapore Workplace Safety and Health requirements knowledge †¢ Follow written and oral work instructions †¢ Listen, read and write English at a proficiency level equivalent to Employability Skills system (ESS) Level 3 †¢ Manipulate numbers at a proficiency level equivalent to Employability Skills system (ESS). Level 3  Special needs of candidates As the candidates are expected to have a varying level of command of the English Language, it is expected that the assessor shall apply the principle of fairness without comprising the validity and reliability of the assessment especially during oral questioning where candidate’s comprehension of the questions may be impacted by the command of English. In this case, the assessor can paraphrase the questions in order to solicit a response from the candidate. Evidence Gathering Plan for Performance Statement. |Performance Statement |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |PS 1 | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | |PS 4 | | | | Evidence Gathering Plan for Underpinning Knowledge |Underpinning Knowledge (UK) |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |UK 1 | | | | |UK 2 | | | | |UK 3 | | | | |UK 4 | | | | |UK 5 | | | | |UK 6 | | | | |UK 7 | | | | |UK 8 | | | | |UK 9 | | | | |UK 10 | | | | Assessment Specification for Practical Performance. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training Provider | |Set-up |Simulated condition / environment with the capacity for up to 15 candidates for conduct of | | |assessment and equipped with, but not limited to: | |Documents to be used |For Candidate – Practical Performance Assessment Paper | | | For Assessor – Practical Performance Assessment Paper (with answers) and Individual Assessment| | |and Checklist Summary record | |Pre-assessment instructions |Prepare the test materials, checklists, hand tools, measurement devices and equipment required| |(Assessor) |for work assignment. Place it at designated locations. | | |Instruct the candidates to retrieve test materials, checklists, hand tools measurement devices| | |and equipment from the designated locations. | |Pre-assessment instructions |Inform candidates the following before commencement of assessment: | |(Candidate) |Purpose of the assessment | | |Assessment duration | | |Performance statements expected | | |Method of assessment – Direct observation | | |Verification of candidate’s identity | | |Appeal procedures | | |Workplace Safety and Health requirements if any | | |Special needs if any | | |If candidates have no further questions or needs, assessment shall begin. | |Process |The work assignment consists of three tasks as follow: | | |Task 1: | | |Task 2: | | |It is suggested that assessors conduct the tasks sequentially starting with Task 1 and end | | |with Task 2 and use the Individual Assessment and Checklist Summary record for Practical | | |Performance Record to rate the observations against the performance statements and criteria | | |Where assessor is not able to ascertain the competency during practical performance, this can | | |be supplemented by oral questioning | | | If candidate  does not demonstrate competence against any PS, the candidate should still be | | |allowed to complete the assessment. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in Individual Assessment and Checklist Summary record for | | |Practical Performance | | |Place a tick in the â€Å"C† column for â€Å"Competent† to indicate the outcome of the assessment for a| | |PS. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† to indicate the outcome of the | | |assessment for a PS. | | |Record observations of competence | | |Record any questions asked and the given answers | | |Record reasons for â€Å"NYC† in the event the candidate intends to appeal and these will serve as | | |your supporting evidences. | | |Transfer your results to the Overall Assessment Summary Record | | |A candidate is deemed competent if â€Å"C† is ticked in all Assessment Criteria | | |If any Assessment Criteria is graded â€Å"NYC†, the candidate is deemed Not Yet Competent in the | | |Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on Individual Assessment and Checklist Summary record for Practical | | |Performance Record at the end of the assessment. | | |In the case of â€Å"NYC†, candidate must be reminded of his / her right for appeal. In case where | | |candidate accepts the outcome of the assessment, the candidate will sign the Overall | | |Assessment Summary Record. If the candidate intends to appeal, the assessor will remind | | |candidate of the appeal process and the candidate does not sign the Assessment Record Summary. | Assessment Specification for Written Questions. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training Provider’s room | |Set-up |Chairs and tables for each Candidate | |Documents to be used |For Candidate – Written Assessment Paper | | |For Assessor Written Assessment Paper (with answers) and Individual Assessment | | |and Checklist Summary record | |Pre-assessment instructions (Assessor) |This section is to be conducted after the Practical Performance. | | |If the candidate is unable to clearly express his / her answer in writing, the | | |assessor can request the candidate to draw or demonstrate. The assessor must | | |indicate in the â€Å"Evidence† column of this method of answering the question | | |A variation in the answer may appear which is not 100% describing the given | | |answers. In this case, the assessor can use his or her own discretion to assess if | | |the answer meets the need of the question. Comments must be written in the | | |â€Å"Evidence† column. | | |All questions must be answered | | |Further questions for clarification must be noted down in the â€Å"Evidence† column as | | |well. | |Pre-assessment instructions (Candidate) |There are a total of xx written questions in this section. | | |In the event that you are unclear of the question, you may ask for any | | |clarification before proceeding to answer the question. You are allow to draw or | | |demonstrate if needed | | |If you have no further questions or needs, we shall begin. | |Process |Assessors are to use the Written Assessment Paper (with answers) to rate the | | |answers against the questions. | | |Where assessor is not able to ascertain the answers , this can be supplemented by | | |further oral questions | | |If candidate is not able to answer any question, the candidate should still be | | |allowed to complete the assessment. The unanswered question will be re-asked again | | |at the end of the final question. | | |The candidate must be given other means to express the answer where necessary. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in the Individual Assessment and Checklist Summary | | |record | | |Place a tick in the â€Å"C† column for â€Å"Competent† to indicate the outcome of the | | |assessment for a UK. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† to indicate the outcome of| | |the assessment for a UK. | | |Record answers given by candidate. | | |Record any additional questions and answers given. | | |Record reasons for â€Å"NYC† in the event the candidate intends to appeal and these | | |will serve as your supporting evidences. | | |Transfer your results from Individual Assessment and Checklist Summary record to | | |the Overall Assessment Summary Record | | |A candidate is deemed competent if â€Å"C† is ticked in all Underpinning Knowledge | | |questions. | | |If any UK question is graded â€Å"NYC†, the candidate is deemed Not Yet Competent in | | |the Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on the Individual Assessment and Checklist Summary record and | | |Overall Assessment Summary Record at the end of the assessment. | | |In the case of â€Å"NYC†, candidate must be reminded of his / her right for appeal. In | | |case where candidate accepts the outcome of the assessment, the candidate will sign| | |the Assessment Summary record. If the candidate intends to appeal, the assessor | | |will remind candidate of the appeal process and the candidate does not sign the | | |Overall Assessment Record Summary. | Appeal Process A general practice carried out by assessors is to share the appeal process at the beginning of the assessment. It may give the candidate the assurance that if they fail the assessment, there is a procedure to handle that situation. However, if the candidate is very nervous from the moment he/she enters the room, it is important to assure the candidate that the purpose of the assessment is to assess his/her ability to demonstrate certain knowledge and skills, and to help calm him/her down. It would not be advisable to share the appeal process while conducting the assessment. It would just suggest to the candidate that he/she has failed some sections of the assessment and that may affect the performance of the remaining assessment. If sharing is done at the end of the assessment, it may be redundant especially when the candidate has shown competency according to the assessment criteria. However, if the candidate fails the assessment, he/she might be too emotional to listen to the appeal process. In summary, it is best to share the appeal process at the start of the assessment. Code of Practice for Assessors The National Council for Measurement in Education’s Code of Practice stipulates: 1. The differing needs and requirements of the person(s) being assessed, the local enterprise(s) and/or industry are identified and handled with sensitivity. 2. Potential forms of conflict of interest in the assessment processes and/or outcomes are identified and appropriate referrals are made, if necessary. 3. All forms of harassment are avoided throughout the planning, conduct, reviewing, and reporting of the assessment outcomes. 4. The rights of the candidate(s) are protected during and after the assessment. 5. Personal or interpersonal factors that are not relevant to the assessment of the competency must not influence the assessment outcomes. 6. The candidate(s) is made aware of the rights and processes of appeal 7. Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency. 8. Assessment decisions are based on available evidence that can be produced and verified by another assessor. 9. Assessments are conducted within the boundaries of the assessment systems policies and procedures. 10. Formal agreement is obtained from both the candidate(s) and the assessor that the assessment was carried out in accordance with agreed procedures. 11. Assessment tools, systems and procedures are consistent with equal opportunity legislation. 12. The candidate (s) is informed of all assessment reporting processes prior to the assessment 13. The candidate(s) is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment. 14. Confidentiality is maintained regarding assessment results 15. Results are only released with the written permission of the candidate(s) 16. The assessment results are used consistently with the purposes explained to the candidate 17. Self-assessments are periodically conducted to ensure current competencies against the assessment and Workplace Training Competency Standards 18. Professional development opportunities are identified and sought 19. Opportunities for networking amongst assessors are created and maintained 20. Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes. Resources This section provides the reference materials needed to implement and conduct the assessment. Practical Performance Assessment Paper Instructions to Candidates: †¢ Check carefully to ensure you are sitting for the correct paper. †¢ You are required to complete and submit your work assignment within the time allocated to the Assessor for marking. If failure to do so will result in you been considered Not Yet Competent (NYC). Time allocated: xx minutes Task 1: xxx Instruction: 1. xxx Task 2: xxx Instruction: 2. xxx Written Assessment Paper Instructions to Candidates: †¢ There are a total of xx questions. †¢ The candidate shall answer all the questions in this section. †¢ Time allocated: xxmins List of Questions: 1. xx NAME OF APPROVED TRAINING ORGANISATION: |Candidate Name: |NRIC/FIN No. : | |Candidate Designation: |Company: | |Assessor Name: |Date of Assessment: | |Candidate Acknowledgement: |Tick (() | |1. I was given information about the assessment and I have completed the Self Assessment Checklist | | |2. The assessment’s purpose, process and duration were clearly explained | | |3. The assessor checked for my special needs | | |4. The appeal procedure was clearly explained | | |Candidate Signature: Date: | CHECKLIST FOR ASSESSORS |Did I †¦ |Tick (() if you | | |have done so | |Pre-Assessment Preparation | |Ensure the availability and safe working condition of assessment resources such as tools, equipment and materials. | | |Ensure the set-up of assessment site is in accordance with assessment plan and WSH guidelines. | | |Introduce myself in a friendly manner to the candidate. | | |Verify candidate’s identity via his identification documents. | | |Put the candidate at ease. | | |Encourage candidate to seek clarifications if in doubt. | | |Explain the purpose, context and duration of assessment to candidate. | | |Brief candidate on the assessment requirements and process, including clear instructions on the assessment to be | | |taken. | | |Establish the evidences that will be gathered during the assessment. | | |Check with candidate for any special needs. | | |Brief candidate on his rights and process of appeal to the assessment outcome. | | |During Assessment | |Use assessment plan and tools to carry out the conduct of assessment. | | |Use evidence gathered to decide if the relevant criteria are met and make assessment decision. | | |Comply with the Code of Practice (ACTA-CU6) for Assessors when conducting assessment and making assessment decisions. | | |Assess and record candidate’s competency for all assessment criteria (AC) promptly and accurately. | | |Record outcomes in summary record page. (Candidate is considered competent only when he/she is rated ‘C’ for all the | | |ACs. ) | | |Feedback results to candidate. | | |Sign on appropriate pages. | | |Ensure candidate sign on summary record. | | |Check and submit completed form to appropriate person in organization. | | Assessment Record – Practical Performance [Durations: xxmins] |Performance Statements | |Please tick (() |REMARKS | | |Assessment Criteria | | | | |(Candidate is able to) | | | | | |C |NYC | | |PS 1 | | | | | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | |PS 4 | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Assessment Record – Written / Oral Questions [Durations: xxmins] |Underpinning Knowledge|Question |Suggested Answers |Please tick (() |REMARKS | | | |(may include) | | | | | | |C |NYC | | | | | | |. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Overall Assessment Summary Record Competency Unit : xxx Assessment Duration: x Hrs xx mins |APPROVED ASSESSMENT CENTRE: |xxx | |Candidate Name | |NRIC Number | | |(As in NRIC) | | | | |Performance Statements |Assessment|Overall |Date |Assessor Name |Assessor | | | |Method |Result | | |Signature | | | |Indicate |Indicate | | | | | | |C or NYC |C or NYC | | | | | |PS 2 | | | | | | | |PS 3 | | | | | | | |PS 4 | | | | | | |. PP – Practical Performance WQ – Written Questions OQ – Oral Questioning Assessment Outcome: COMPETENT NOT YET COMPETENT Feedback on outcome: | | | | | | Assessor’s Signature: _________________ Date: __________________ Candidate’s Signature: ________________ Date: __________________ * Candidates would be certified with a Statements of Attainment (SOA) only when they have achieved 100% skills competency, as stipulated in the course, and score 80% and above in their post-test (if applicable). Pre-Assessment Information for Candidate. XXX is required to provide candidates with relevant pre-assessment information which include but are not limited to: 1. This assessment covers the following competency unit: †¢ xxx 2. The eligibility to sit for this assessment which include: †¢ Candidates should have at least 6 months of industrial working experience within the last 2 years from the date of application for assessment, or †¢ Candidates should had received training or on-the-job training or personal coaching on topics that are relevant to the selected competency elements of the competency unit 3. The purpose of this assessment is to assess candidate’s competency level in applying products’ assembly skills at operational level in their work places. 4. The assessment duration and methods for the competency unit must be clearly explained and communicated to candidates. 5. For candidates intending to apply for certification under WDA’s Assessment Only Pathway (AOP) they should do a self-evaluation of their competency against the competency unit standards before registering for assessment. (see next Section) 6. The implication of the assessment results which include: †¢ Awarding candidate who passed the assessment sitting with Statement of Attainment (SOA) for the respective competent unit by Workforce Development Agency (WDA). †¢ Obtaining a pass in this assessment does not automatically qualify or imply that the candidate is a R1 pass holder. There are other criteria that to be fulfilled by the candidate as stipulated by Ministry of Manpower (MOM). 7. The disciplinary actions against cheating in the assessment or performing unsafe act despite repeated warning in the assessment must be clearly explained and communicated to candidates. 8. Candidates have the same right of appeal as other candidates who are assessed under the learning pathway. The process of appealing must be clearly explained and communicated to candidates. 9. The conditions of granting a deferred assessment on: †¢ Medical grounds – a medical report or certificate from registered medical practitioners †¢ Unexpected and exceptional grounds which may include (but are not limited to):  ­ accidents (sporting, motor vehicle, etc) where an injury is sustained  ­ bereavement. Unexpected and exceptional circumstances does not include where a candidate had mistaken the day, time or venue of assessment. The process of deferred assessment must be clearly explained and communicated to candidates. Self-Assessment Checklist for Candidate Instructions and Advice 1. This self-Assessment Checklist is designed to assess your competency in the area of xxx. 2. In this self evaluation, you are advised to reflect your current or past work experience where you have acquired the competency in the following good practices at the workplace in your area of responsibility. 3. Please answer all the questions truthfully, and to the best of your knowledge and ability, by putting a tick on either â€Å"YES† or â€Å"NO† column respectively. 4. If you answer â€Å"YES† to all the questions, it is likely you have acquired the required level of competency and ready to take the assessment. You may apply for a certification of your competency through the Assessment Only Pathway with ATOs. 5. You are encouraged to read the Assessment Only Pathway guide (which can be obtained from ATOs) thoroughly to find out more about the assessment for this competency unit before enrolling for the assessment of this module. 6. However, if you have not achieved the expected level of competency through this simple self evaluation, you are also advised to gain more experience, attend a relevant training program, or take on self development before enrolling for the certification. 7. Please note that this self evaluation checklist is not exhaustive. It is meant as a guide only. Please also note that the actual assessment under the AOP certification framework is much more rigorous, consisting of a written test on underpinning knowledge and a comprehensive competency based assessment (CBA) using various CBA methodologies. You must be able to demonstrate or provide evidence that you have acquired the various competency elements within the competency unit during the actual assessment. SELF-ASSESSMENT CHECKLIST xxx For each performance criterion, you should evaluate your knowledge, skills and attitude (KSA) described. If you have the KSA, put a tick (() on the â€Å"YES† column and if no or not sure tick the ‘NO† column. If you do not have the required KSA, write the details of the areas that are needed to learn. Competency Unit: xxx |Performance Statement |Self Evaluation Questionnaire |Your answer (Tick ()|Details of KSA that I | |(Requirements) |(Knowledge, Skills ,Attitude (KSA) I must be able | |don’t have yet | | |to show and tell during the assessment) | | | | | |YES |NO | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | |PS 2 |I know how to †¦ | | | | | | | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | | | | | | | |PS 4 | | | | | | | | | | | End of Self-Assessment [pic] ASSESSMENT RECORDS for Competency Unit: xxx Code: (TBA) Self-Assessment Checklist For Competency Unit:

Weekly Assignment 1 Essay Example for Free

Weekly Assignment 1 Essay In Moore’s proof if an external world, he is attempting to show that we can know things outside of our own us (Moore; 144). He proves this by using the example of showing his hands, pointing at one hand and saying â€Å"here is my right hand† then pointing to the other and saying the same thing (Moore; 144). He states that by just being able lift hand is proof that it exists. He provided three conditions that support his claim which are that; if his two conclusions differ from one another, which they do not. If he knew proof but did not believe it and vice versa; and finally if his conclusion did not follow the premises which it did (Moore ; 145). Moore addresses the issues that readers have about the fact that he is not answering the question. He claims that they are seeking a statement saying, â€Å"Here’s one hand and here’s the other†, to prove external existence by coming up and examining both hands (Moore; 146). This statement is meant to accommodate all the examples of proof of external objects (Moore, 147). It is very unlikely that on exists because for that statement to be true there would have to be an initial proof that a person is not dreaming which is quite difficult to do. Moore also provides an additional proof for objects that have previously existed by saying:† I held up two hands above the desk not very long ago, therefore two hands existed not very long ago and therefore at least two external objects have existed at some time in the past† (Moore; 146). He uses this as a solution to Immanuel Kant’s (1724–1804) problem of the existence of external objects; because it shows that the objects have existed at some point in time (Moore;146). [300 Words] Reference List G. E. Moore’s paper â€Å"Proof of an External World† Taken from Sosa, E. and J. Kim. 2000. Epistemology: An Anthology. Oxford: Blackwell Publishing.

Aristotles Friendship Nicomachean Ethics

Aristotles Friendship Nicomachean Ethics Aristotle addresses the topic of friendship in Book 8 and 9 of his Nicomachean Ethics. Aristotle makes the argument that friends can be regarded as second selves. Aristotle says that just as virtuous behavior improves an individual, friends have the potential to generate improvements upon each others lives. The main gist of Aristotles argument is on the relationship between friendship and justice (102). He asserts that if people stay friends, they do not have any need for justice, but if they maintain justice, they also need friendship in addition. This paper shows that the arguments that Aristotle makes in support of this assertion is convincing. Additionally, the arguments made here explain both the ethical and political importance of friendship for Aristotle. Aristotle categorizes friendships into three categories: friendships of utility, friendships of pleasure, and friendships of the good (107). He asserts that the failure or success of ones friend is just like the ones own failure or success. Friendships of pleasure are based on delight in other peoples company alone. People who drink beer together are said to be in this friendship. However, when these people no longer enjoy sharing the activity, the friendship may come to an end. Friendships of utility are those friendships that are formed with no regard to the other person. When a person is buying merchandise, has to meet the seller, but the relationship that is required is rather shallow. The only reason why such people communicate is for them to transact business. Typically, quarrels may result in this friendship only. Friendship of the good involves the enjoyment of each others characters. As long as these friends maintain their similar characters, their relationship endures because its main motive is care for each other. This is friendship at its best, what in modern English may be referred to as true friendship. In Book 8, Aristotle says that without friends, nobody would choose life. Even those people in possession of all the goods that they need in life, including high office, need friends. They do not perceive the use of all such prosperity without an opportunity of beneficence, which can only be exercised in its most laudable form towards friends. Similarly, it is impossible to guard prosperity without friends. Aristotle also indicates that friends are the only refuge when misfortunes and poverty strike (108). For the young, friendships are a way of avoiding straying. For older people, it is useful for ministering to their needs as well as supplementing the various activities that could be failing as a result of weakness. For Aristotle, friendships appear to be holding states together, and lawgivers are more careful about friendships than for justice. Since unanimity seems to be like friendship, they aim at this most of the time, and strive to expel faction as their worst enemy. It is on this basis that he indicates that when men are friends, they need justice. However, when they are just, they require justice as well. The truest form of justice according to Aristotle is thought to be an enduring friendly quality (118). Friendships are considered not only necessary, but also noble, since people always praise those who show love for their friends. It is also thought to be a great thing to have many friends. The different kinds of friendships may be cleared if attention was shifted to the object of love, in which case only the lovable objects can be loved. Lovable objects are those that pleasant, good or useful. For this reason, friends are formed on the basis of the good and pleasure that is produced, which has to be useful. However, a clash emerges in this argument, especially in determining whether men love the good or what they consider good for them. Whatever is good for a man, though, becomes the object of his friendship. The clash arises in that each man loves not just what is good, but that seems good for him. For Aristotle, this makes no difference. Aristotle poses the question of whether goodwill in itself constitutes friendship. In this case, goodwill amounts to friendship only when the feeling is reciprocated (120). This is because, many people may have goodwill for those they have not necessarily judged to be useful or good. This raises the genuine difficulty of telling who friends really are without their feelings being communicated. To be friends, then, there is a need for feelings to be mutually recognized as wishes of goodwill to each other. In terms of justice, the friendship of the good is enough proof against slander. This is because it is difficult to trust anyone except a man who has been tested by oneself. When all the things that are demanded in friendship are found, true friendship is said to exist. However, nothing prevents various evils arising, such that the assertion that he would never wrong seems to be inaccurate. Considering the three forms of friendships, it is true to say that bad men will always be friends for the sake of utility or pleasure, while good men will always be friends for their own sake, that is, for the virtue of their goodness. In the latter case, these are friends without qualifications while others are accidental friends, for whom, the only thing that they share is the resemblance of needs. In efforts to explain why the truest friendship is the one that one of the good, Aristotle argues that the friendship that is without qualification pleasant or good seems to be desirable or lovable. Here, the impression made is that love is merely a feeling, and friendship a state of character. The mutual love for certain choices springs from the state of character of the friends. Men tend to wish well those they love, not because of a feeling, but as a result of a certain state of character. In loving friends, men indicate their love for what is good for themselves. Aristotle completes the logical analysis by saying that in becoming a friend, a man ideally becomes good to his friends (129). Each of them, then, both love what is good for himself, while at the same time making an equal return through goodwill and pleasantness. In this sense, friendship is said to be similar to the concept of equality. Incidentally, both the concepts of goodwill and pleasantness are found in the concepts of friendship and equality. Most people appear to like being loved instead of loving, mainly because of ambition. Aristotle supports this proposition by saying that this is the reason why most men love flattery; since the flatterer takes the position of inferiority in a friendship, or pretends to be such and to more be more loving than he is being loved. Most people aim at being loved since this is akin to being honored. With friendship, there is love. Therefore, friendship does a lot of justice by making everyone feel honored. If people did not the terms that bind them in various forms of friendships, there would be no need for justice. From the arguments that Aristotle makes, friendship and justice appear to be concerned with similar objects, and expressed between the same persons. In Aristotles view, there is thought to be a certain form of justice as well as friendship in every community. Friendship depends on community, and brothers and comrades tend to have many things in common, including, in some cases, property. Aristotle ventures into what appears like a contradiction when he says that claims of justice tend to differ. However, he makes his argument clear by giving examples of duties of parents to children, as well as those of brothers to each other, which he says are never the same. The same case applies to the duties of comrades and their fellow citizens. The same case applies to all other kinds of friendships that exist. On the basis of this argument, it is possible for one to draw a parallel between the principles of justice and the principles of friendship. It appears that where one applies, the other cannot apply. Injustice increases when it is exhibited towards people who are considered friends in the fuller sense. For instance, it sounds more offensive to defraud a comrade than to defraud a fellow citizen. It is also more offensive to deny ones brother assistance than to refuse to help a stranger. It is more terrible for one to kill ones mother than to kill any other citizen. The demands of justice, therefore, appear to increase with the insensitivity of the level of friendship. This implies that there is a limit of friendship to which justice does not apply. It also implies that when there is justice, friendship becomes a necessity, such that when the concept of justice is introduced into a scenario where friendship is at play, both elements tend to have an equal extension. Aristotle also assesses the position of friendship vis-Ã  -vis that of justice by bringing into perspective the concept of constitution (119). He identifies three kinds of constitutions: monarchy, aristocracy, and timocracy or what many people refer to as polity. The best constitution, according to Aristotle, is monarchy, while the worst is timocracy. Although both monarchy and timocracy are a one-man rule systems, the main difference between them is that the tyrant looks at his own advantage while the king looks to the advantage of his subjects. Each of these constitutions may involve friendship just as much as it involves justice. The friendship that exists between the king and all his subjects is dependent on the benefits conferred, and Aristotle likens it to the friendship of the father to his son, the only difference being the greatness of all the benefits conferred. The reason why Aristotle brings into perspective the aspect of constitutionality is to shed light on the concept of friendship as it applies to governments. His arguments make the concept of friendship to predominate that of justice. At the same time, he seems to suggest that justice cannot take place in a vacuum there has to be a friendly relationship of sorts between all the participants in the legal process within a given jurisdiction. In the deviation-forms of constitution, justice hardly exists; the same case applies to friendship. In the least, friendship exists in its worst form, such that in a form of government such as tyranny, there is too little or no friendship at all. This is because of the lack of anything to be shared between the ruler and the ruled. Even if justice was to exist in such a type of constitution, people would not appreciate it since the spirit of friendship is lacking. In Aristotles view, in every form of friendship, there has to be some form of association. For instance, the friendship that exists between brothers and sisters is born out of a shared parentage and upbringing. Aristotle also carries the association debate even further, noting that friendships form the basis of humankinds very existence. Particularly, he indicates that man has a tendency to form couples and households more readily than even cities. He also notes that unlike animals, mans associations in the form of couples are not for reproduction purposes only, but for many other purposes in life. To this extent, the tendency to form marriages arise from not just pleasure but also utility. Through such illustrations, Aristotle provides a clear proof of the power of friendship over justice (138). Although friendships of utility are always full of complaints, this does not necessarily mean that an injustice has been committed against the complainant; rather, it is normal for the process of bargaining and haggling to be characterized by tough talk and claims of unfair pricing. No form of justice can be said to have taken place in such engagements, regardless of the outcome of the bargaining process. Everything is left in the hands of the two people who have become friends of convenience in order to transact business. In Aristotles view, two types of justices are worth considering for purposes of assessing their applicability to friendships: unwritten and legal justice. The legal type is one where the terms are fixed, while the unwritten one is the one where moral values are conventionally applied. Aristotles explanation of the applicability of both unwritten laws and legal laws is enlightening on the ways in which friendship takes the place of justice. In the same light, friendship is identified as necessary where the formal rules of justice require to be applied, for instance in the legal laws. In other words, even where legal laws have been put in place for political reasons, friendship is needed in order for the ethical aspects of justice to be put into consideration. Work Cited Aristotle, The Nicomachean Ethics (Translated by Ross, David. Oxford: Oxford University Press, 1980.