U.N. essays

U.N. essays The League of Nations now called the United Nations was founded in 1919. The League of Nations was composed shortly after the first world war in order to prevent any more wars. The League of Nations collapsed in 1939. On January 1 of 1942 United Nations was born. During WWII, 26 nations joined their forces to continue fighting against the Axis Powers. The United Nations Charter was drawn up by representatives of 51 nations and signed on June 26, 1945. The United Nations was officially born on October 24, 1945 when the Charter was authorized by China, USSR, France, UK, USA and many other nations. The United Nations has three primary goals; to achieve and maintain world peace, to promote and develop good relations among all nations and to work together with other nations on solving economic, social, cultural and humanitarian problems. Many other functions are done by the UN, they protect human rights, fight epidemics, poverty and famine, deliver aid in form of food, clot! hes and medicine. They provide monetary loans to developing countries through the World Bank to help them achieve their goals. The UN is composed of six major branches. General Assembly, The Security Council, Economic and Social Council, The Trusteeship Council, The International Court of Justice and the Secretariat. Each has a specific function in the smooth working of the United Nations. The major reason why UN was formed is to promote and ensure world peace. They accomplish this by helping nations settle their disputes, deter conflicts and stop fighting. The United Nations is an organization that is involved in promotion of world peace. Many diplomatic actions are taken by the group to put and end to war and armed conflicts. The UN has an Agenda for Peace which can be separated into four groups. The four groups are: Preventive Diplomacy, Peacemaking, Peacekeeping and Peacebuilding. Preventive D...

Air Pressure and How It Affects the Weather

Air Pressure and How It Affects the Weather An important characteristic of the Earths atmosphere is its air  pressure, which determines wind and weather patterns across the globe. Gravity exerts a pull on the planets atmosphere just as it keeps us tethered to its surface. This gravitational force causes the atmosphere to push against everything it surrounds, the pressure rising and falling as Earth turns. What Is Air Pressure? By definition, atmospheric or air pressure is the force per unit of area exerted on the Earth’s surface by the weight of the air above the surface. The force exerted by an air mass is created by the molecules that make it up and their size, motion, and number present in the air. These factors are important because they determine the temperature and density of the air and thus its pressure. The number of air molecules above a surface determines air pressure. As the number of molecules increases, they exert more pressure on a surface and the total atmospheric pressure increases. By contrast, if the number of molecules decreases, so too does the air pressure. How Do You Measure It? Air pressure is measured with mercury or aneroid barometer. Mercury barometers measure the height of a mercury column in a vertical glass tube. As air pressure changes, the height of the mercury column does as well, much like a thermometer. Meteorologists measure air pressure in units called atmospheres (atm). One atmosphere is equal to 1,013 millibars (MB) at sea level, which translates into 760 millimeters of quicksilver when measured on a mercury barometer. An aneroid barometer uses a coil of tubing with most of the air removed. The coil then bends inward when pressure rises and bows out when pressure drops. Aneroid barometers use the same units of measurement and produce the same readings as mercury barometers, but they dont contain any of the element. Air pressure is not uniform across the planet, however. The normal range of the Earths air pressure is from 980 MB  to 1,050 MB. These differences are the result of low and high air pressure systems, which are caused by unequal heating across the Earths surface and the  pressure gradient force.   The highest barometric pressure on record was 1,083.8  MB  (adjusted to sea level), measured in Agata, Siberia, on Dec. 31, 1968. The lowest pressure ever measured was 870  MB, recorded as Typhoon Tip struck the western Pacific Ocean on Oct 12, 1979. Low-Pressure Systems A low-pressure system, also called a depression, is an area where the atmospheric pressure is lower than that of the area surrounding it. Lows are usually associated with high winds, warm air, and atmospheric lifting. Under these conditions, lows normally produce clouds, precipitation, and other turbulent weather, such as tropical storms and cyclones. Areas prone to low pressure do not have extreme diurnal (day vs. night) nor extreme seasonal temperatures because the clouds present over such areas reflect incoming solar radiation back into the atmosphere. As a result,  they cannot warm as much during the day (or in the summer) and at night they act as a blanket, trapping heat below. High-Pressure Systems A  high-pressure system, sometimes called an anticyclone, is an area where the atmospheric pressure is greater than that of the surrounding area. These systems move clockwise in the Northern Hemisphere and counterclockwise in the Southern Hemisphere due to the Coriolis Effect. High-pressure areas are normally caused by a phenomenon called subsidence, meaning that as the air in the high cools it becomes denser and moves toward the ground. Pressure increases here because more air fills the space left from the low. Subsidence also evaporates most of the atmospheres water vapor, so high-pressure systems are usually associated with clear skies and calm weather. Unlike areas of low pressure, the absence of clouds means that areas prone to high-pressure experience extremes in diurnal and seasonal temperatures since there are no clouds to block incoming solar radiation or trap outgoing longwave radiation at night. Atmospheric Regions Across the globe, there are several regions  where the air pressure is remarkably consistent. This can result in extremely predictable weather patterns in regions like the tropics or the poles. Equatorial low-pressure trough: This area is in the Earths equatorial region (0 to 10 degrees north and south) and is composed of warm, light, ascending, and converging air. Because the converging air is wet and full of excess energy, it expands and cools as it rises, creating the clouds and heavy rainfall that are prominent throughout the area. This low-pressure zone trough also forms the Inter-Tropical Convergence Zone  (ITCZ) and trade winds.Subtropical high-pressure cells: Located between 20 degrees and 35 degrees north/south, this is a zone of hot, dry air that forms as the warm air descending from the tropics becomes hotter. Because hot air can hold more water vapor, it is relatively dry. The heavy rain along the equator also removes most of the excess moisture. The dominant winds in the subtropical high are called westerlies.Subpolar low-pressure cells: This area is at 60 degrees north/south latitude and features cool, wet weather. The Subpolar low is caused by the meeting o f cold air masses from higher latitudes and warmer air masses from lower latitudes. In the northern hemisphere, their meeting forms the polar front, which produces the low-pressure cyclonic storms responsible for precipitation in the Pacific Northwest and much of Europe. In the southern hemisphere, severe storms develop along these fronts and cause high winds and snowfall in Antarctica. Polar high-pressure cells: These are located at 90 degrees north/south and are extremely cold and dry. With these systems, winds move away from the poles in an anticyclone, which descends and diverges to form the polar easterlies. They are weak, however, because little energy is available in the poles to make the systems strong. The Antarctic high is stronger, though, because it is able to form over the cold landmass instead of the warmer sea. By studying these highs and lows, scientists are better able to understand the Earths circulation patterns and predict the weather for use in daily life, navigation, shipping, and other important activities, making air pressure an important component to meteorology and other atmospheric science. Sources: Encyclopaedia Brittanica editors. Barometer. Brittanica.com, 3 Feb. 2017.National Geographic staff. Atmospheric Pressure. NationalGeographic.com.National Oceanic and Atmospheric Administration staff. Weather Systems and Patterns. NOAA.gov, 14 Feb. 2011.

Human Resources Manager at Shangrila-Hotels International Assignment

Human Resources Manager at Shangrila-Hotels International - Assignment Example Likewise, I find fulfillment in meeting the needs of people who need good service. I believe I am the best candidate for this position. My resume is attached for your perusal. The Front Desk Officer is a crucial job, especially when handling customer service concerns. The FDO,( also commonly known as the Receptionist ) is responsible for representing the company to the public the minute they walk in an establishment especially if it’s within a hospitality industry. The important issue here is that the Receptionist creates a lasting impression on the visitors. There are many openings for a Front Desk Officer internationally. Aside from such  Ã‚   Duties, other duties may also be assigned to the Receptionist as long as it pertains to the receiving of guests. Furthermore, this job entails not only skills in accommodating guests and making reservations but also certain personal qualities that would be endearing to the guests.  

Complete a poetry analysis for Whispers in the Wind Assignment

Complete a poetry analysis for Whispers in the Wind - Assignment Example A reflective poem about her married life with a husband who was ashamed of her Cherokee blood. She wrote â€Å"Whispers in the Wind† as an ode to her ancestors. The poem was a message from her to them. Putting into words the sentiments that her family have long held dear about the way the Cherokee Indian tribes were mistreated and massacred by the White colonialists. In deep pain she declares: Evidently the poem is all about the cultural context of her words. Through this poem she declares that their Cherokee bloodline shall not die, nor shall the remaining tribe members be ashamed of it. Instead, their generation will accept the mission set before them. That of making peace and amends between the White man and the Red Skins. What was taken from them can never be returned indeed. But, it is never too late to make amends in order to bring a sense of forgiveness and satisfaction towards the lost lives of their ancestors who fought valiantly to preserve what was originally their land. She personifies the voice of her ancestors through the whispers that she hears in the wind. The messages that she receives from them as she sits alone on some nights, contemplating her heritage and her present, trying to find a common ground between the two. Hers is a difficult life for she has to be both White and Indian at the same time. Through the poem, she declares that her heritage is valuable to her and she shall never let it fall to the wayside. Rather, she calls upon the others in her tribe to find a way to keep their noble heritage alive in a world where it has lost its relevance. Whispers in the Wind is a tribute to her ancestors and their gallant bravery in the face of hardship and abuse. Through her poem, she managed to bring them back to life even if only on paper. The poem was written for them as way for her to honor and love those ancestors from the past. As she tells her readers: That she has done with this particular poem. She has managed to remind

Role of Education in Society Essay Example for Free

Role of Education in Society Essay Society has certain requirements which must be met if it’s to survive; hence the role of education in society is examined in terms of how it helps to meet those needs. Firstly, society needs a certain degree of social solidarity or unity. People must feel a sense of belonging to society and a sense of loyalty to the social group. Common norms and values provide this. Secondly, every society requires a system for socializing new members. In an industrial society in which occupational status is largely achieved, young people must learn to value individual achievement. Thirdly, every society requires a system for placing people in roles best suited to their talents and abilities. This is particularly true in industrial society with a specialised division of labour. The right people must be matched with the right jobs. Lastly, for society to operate efficiently and effectively, its members must possess the necessary skills to perform essential tasks. (Harambos et al, 1986) Education attempts to develop the personality of the pupil and prepare him for membership into society. This function corresponds to the double role a person has to play in life, both as an individual and as a member of society. Schools in western societies emphasize individual achievement. The student achieves his/ her status based on their ability, talent, determination and effort. Achievement is measured by the student’s performance in examinations. Education can be seen as a system for sifting, sorting and grading people in terms of their ability. Students leave school having been thoroughly tested. In theory, the most talented will achieve the highest qualifications; the least talented will come away with little or nothing to show for their efforts (Harambos et al, 1986) The vision for the Ministry of Education, Science, Vocation Training and Early Education (MESVTEE) is â€Å"to guide the provision of education for all Zambians so that they are able to pursue knowledge and skills, manifest excellence in performance and moral uprightness, defend democratic ideals and accept and value other persons on the basis of their personal worth and dignity, irrespective of gender, religion, ethnic or any other discriminatory characteristic (Ministry of Education, 2000) The Ministry of Education emphasizes that the child is placed at the center of the entire education process which exists solely for the sake of the learner. It also recognizes that each child is unique. This contributes a rich diversity to the whole education system. The aim of school education is to promote the full and ell rounded development of the physical, intellectual, social, effective, moral and spiritual qualities of all pupils so that each can in turn develop into a complete person, for his/ her personal fulfilment and the good of society (Ministry of Education, 1996) The education system in Zambia is divided into four major parts. These parts include lower and middle basic school; upper basic school; high school; and higher education. The education system for the lower and middle basic levels is concerned with the pupils’ complete needs: those of the body, mind, affective, social; moral and spiritual needs. The system at this stage allows for adaptation of some aspects of the curriculum to match local needs and circumstances. This stage provides pupils with a substantial and recognizable preparation for life. Ministry of Education, 1996) The upper basic system builds on the foundation laid at the lower levels, though the programme of activities is just broadened and balanced to allow for treatment at an in-depth appropriate for the level of education, age and experience of the pupils. Education at this level includes issues like Education for democracy, which allows these young Zambians to acquire an understanding of the values that have shaped society and the practices that have preserved it; literacy and numeracy which allows them to read and write correctly, clearly and confidently in both their Zambian language and in English, and to acquire basic numeracy and problem solving skills for them to function effectively in society; science and technology helps the pupils develop processes of scientific thinking. This ability to think scientifically and understand scientific processes has become a condition for survival in society; practical and technical subjects provide compensation for traditional knowledge and practical skills that students would have acquired if they had not been attending school. They also provide a way of experiencing and dealing with the physical world. (Ministry of Education, 1996) Since upper basic education may be the only formal education the majority of pupils will likely get, the basic education system should adequately prepare the pupils for life after school; hence issues such as health and personal well being, Sexuality and personal relationships are tackled at this level. This is coupled with helping the students to develop socially acceptable habits. In these studies, effort is complemented by the home, community and society at large. This enables the pupils shape for themselves their own personal philosophy of life, by internalizing and adopting their own set of values and attitudes which would direct their own lives. (Ottaway, 1962) Performing and creative arts helps the pupils develop knowledge of and a deeper appreciation for Zambia’s rich cultural heritage and thereby contribute to the preservation and development of this heritage. Co-curricular activities also help pupils develop life skills which equip them with positive social behaviour and coping with negative pressure. High school builds on the foundation laid in upper basic school. High school aims at the integrated and comprehensive development of each pupil’s potential, enabling the pupil adopt adult life and make a useful contribution to society. It also develops the intellectual skills and qualities, foster creativity, imagination resourcefulness and innovativeness and provide occasion for their practical exercise. It also promotes extensive knowledge, exact skills and accurate understanding of areas of study. (Ministry of Education, 1996) When progressing from one level of the education system to the next, evaluation and assessments are conducted. This is in order to determine whether the education system is achieving its objectives, and that it is producing the right caliber of graduates expected by society. Society’s interest is on the public exams that mark the end of one stage of education and serve as a selection instrument for the next stage. (Ministry of Education, 1977) In conclusion, the education system in Zambia is inclined towards the new sociology of education because emphasis is placed on the individual development of the pupil’s potential. Throughout the whole progression from lower basic to high school, focus is placed on the development of the pupil’s skills individually. Pupils therefore develop knowledge of and a deeper appreciation for Zambia’s rich cultural heritage and thereby contribute to the preservation and development of this heritage throughout the whole education system.

Eulogy for Grandmother :: Eulogies Eulogy

Eulogy for Grandmother Theresa Smith was born on December 3, 1925 in Materson, NJ. She died in Williamsville on March 2, 2005, at age 80. Theresa Smith was great grandmother of one, grandmother of five of us, mother of three, sibling of three sisters and two brothers, and wife to one great man, my grandfather, Ron Smith. It's hard for me to reflect upon my grandmother's life because I was part of it for a little less than half its span. A lot of ideas went through my head at a million miles an hour, few of them stuck with me. One thought I had after my uncle asked me to consider saying a few words was that it was hard to understand my grandmother without also knowing my grandfather. My grandmother and grandfather got married in 1938. They spent a lot of their early married life in the Morristown, NJ area where my grandfather was a schoolteacher and later a principal. He earned his doctorate in education during that time, which ultimately allowed him to become a professor at Glassboro State College in Southern New Jersey. They moved to Glassboro in the late 1950s with their children, Sharon and Dennis. This was my grandparent's home until around the time my grandfather died in 1982. During this period, my grandmother managed to have a 20-year career as an elementary school teacher and a remedial reading teacher at the elementary and middle school levels. I think the reason that she taught at that time was because she was committed to helping the community, and we would continue to see this trait in her when she volunteered at hospitals in North Jersey and in this area, later in life. My grandfather was the kind of man who loved my grandmother and supported her in every way, including her career. He was well known in New Jersey and probably throughout the country as a leader of the New Jersey Education Association and the New Jersey Retired Educators' Association. He wrote several books on educational practice and educational law in the State of New Jersey. My grandparents had a great life together. They traveled extensively, particularly after they retired. They visited their children and grandchildren often, and were very involved in our lives and what mattered to us. It was a tremendous shock to all of us when my grandfather passed away in 1982. Eulogy for Grandmother :: Eulogies Eulogy Eulogy for Grandmother Theresa Smith was born on December 3, 1925 in Materson, NJ. She died in Williamsville on March 2, 2005, at age 80. Theresa Smith was great grandmother of one, grandmother of five of us, mother of three, sibling of three sisters and two brothers, and wife to one great man, my grandfather, Ron Smith. It's hard for me to reflect upon my grandmother's life because I was part of it for a little less than half its span. A lot of ideas went through my head at a million miles an hour, few of them stuck with me. One thought I had after my uncle asked me to consider saying a few words was that it was hard to understand my grandmother without also knowing my grandfather. My grandmother and grandfather got married in 1938. They spent a lot of their early married life in the Morristown, NJ area where my grandfather was a schoolteacher and later a principal. He earned his doctorate in education during that time, which ultimately allowed him to become a professor at Glassboro State College in Southern New Jersey. They moved to Glassboro in the late 1950s with their children, Sharon and Dennis. This was my grandparent's home until around the time my grandfather died in 1982. During this period, my grandmother managed to have a 20-year career as an elementary school teacher and a remedial reading teacher at the elementary and middle school levels. I think the reason that she taught at that time was because she was committed to helping the community, and we would continue to see this trait in her when she volunteered at hospitals in North Jersey and in this area, later in life. My grandfather was the kind of man who loved my grandmother and supported her in every way, including her career. He was well known in New Jersey and probably throughout the country as a leader of the New Jersey Education Association and the New Jersey Retired Educators' Association. He wrote several books on educational practice and educational law in the State of New Jersey. My grandparents had a great life together. They traveled extensively, particularly after they retired. They visited their children and grandchildren often, and were very involved in our lives and what mattered to us. It was a tremendous shock to all of us when my grandfather passed away in 1982.

Assess the Arguments in Favor of the Greater Use of Direct Democracy in the Uk Essay

Direct democracy is the purest form of democracy and it is when the people of the state are directly consulted by the government on issues. The people themselves have the the choice and can influence the government. This can be achieved through referendums. One argument for the greater use of direct democracy is that is can increase legitimacy as the government is getting direct consent from the people through such methods such as referendums. Another reason is that if the government is spit on an issue it can hold a referendum for the people to choose, so the people have a direct influence on government and such examples of this include the AV referendum, and the 1975 EU membership referendum. Direct democracy not only supports and strengthens positive membership but it also educates people about politics and major political issues. However there are arguments against the greater use if direct democracy is that some issues can be hard and too complex for some people to understand in politics and referendum such as changing the pounds to euros in GB , and so a overall result might not be valid. Also some people might be swayed with emotion and make emotional decisions instead of rational ones, for example pro and anti abortion situations. Also there might be a â€Å"voters fatigue† and there might be low turnouts in elections and referendums and so it might lack legitimacy . For example there was a 34% turnout to whether London should have a mayor and this results lacked legitimacy as the majority did not get involved. In conclusion I believe that there should be an increase in the greater use of direct democracy in the UK because getting the consent of the people will not only increase political participation and educate the public but certain decisions can be strengthened by the direct consent of the people.

Real Madrid Harvard Case

Real Madrid (RM) has been worldwide-known as one of the best soccer club in the world. From its beginnings in 1902, this Spanish soccer club has set the standards of a championship soccer organization and in 1905 had his first international game. A major turning point in the club’s history came with Bernabeu, Real Madrid CF appointed president (1943). He created the strongest brand in soccer synonym of prestige and champions, wining 6 European Cups. He coined â€Å"best in Europe† by international press and acquiring the best soccer talent at any cost. Soon after his death in 1978, the club declined for nearly two decades on the field and financially. Through the 1990's under president Lorenzo Sans, Real Madrid CF was financially restructured. The organization constantly sold players and crucial core operating assets such as stadium rights and media rights to cover operating losses and minimize its significant debt. The club gradually recovered on the field, winning the 7th European Cup in 1998 and in 2000 Perez achieved the club presidency and announced his further plans in order to sanitize the club’s finances. The constant focus of Real is not on the traditional business model which emphasizes on gate receipts and local corporate sponsorships. The main goals of the club include giving Real Madrid the financial flexibility to acquire Talent and expand its brand reach. This could establish the brand globally and maintain supremacy of this brand with continuing to maximize profits and enhance their corporation. They are led to focus on a strategy of maximizing merchandizing and television revenues and in some cases stock values, on an international basis. This business model is not unique as Manchester United and Disney’s Lion King have already adopted it. Manchester United was of course main inspiration because it is master of this new globalization and commercialization model with million supporters worldwide. They have developed subbrands and products targeted to each segment of the market and all the brands are featured in the team’s Web Site which is part of the club’s value. Moreover, in order to â€Å"hit† Asian market they organized preseason tours and opened a coffeehouse chain in southeastern Asia. Not only this example, but also the example of Disney’s Lion King is something that Perez emulated. Lion King costed 50 $ to make, grossed over 766$ million at the box office worldwide in his first year and also generated over 1,5 billion in merchandizing revenue. Therefore, Real Madrid realized that it is important to generate long-term entertainment brands and not just invest in the experience during the match and the gate receipts. Taken into consideration these two examples, Real Madrid focused on match-day, broadcast and pay tv, marketing (merchandize sales, sponsorships) and international competitions. First of all, match-day gate receipts are vital sources of revenue. However, VIP packages and season tickets as well as the construction of new, comfortable stadiums are very important for the club. Merchandizing is also the key to modern management as the sales of branded goods (ex caps, watches etc) and the video games with the interactive applications have helped the development of the club. Sponsorship accounts up to 20% of revenue, with Adidas and Siemens considered to be major sponsors. Also, Audi has provided a car to players and team officials. Real Madrid saw also opportunities in specialized publishing, audiovisual rights and Internet. The club’s site RealMadrid. com had 1. 5 million visitors each month in 2004 and has interviews of players, live feed, etc. Managers can also have one-to-one relationship with fans by mobile telephony, wireless Internet, etc. The role of RealMadrid Television is also very important as it has daily coverage from training, soccer and basketball matches. TV rights is the largest revenue earner cause deregulation of the media industry in Europe in the 1990s resulted in competitive bidding for TV rights, providing an important revenue stream for most teams. Finally, international competitions (ex Champions League, Toyota Cup) and international expansion where soccer has a large appeal (ex. Asia) are vital for the reputation of the brand. The business model of Real Madrid is essential to its development but in order to be implemented effectively there has to be market segmentation. In 2003 over half of the Spanish people considered themselves soccer fans, are nearly 80% men. About 60% of soccer fans in Spain followed Real Madrid and about 30% of spectators were women. The market in this case is segmented by behavior and geographic criteria. As far as behavior is concerned we have: sports fanatics, club and team loyalists, star-struck spectators, social viewers, opportunistic viewers and sports indifferents. Sports fanatics are the most loyal fans of Real who follow news, scores and statistics, usually they have season tickets and discounts and tend to spend a lot on merchandise and related products. They visit the website very often and try to be connected to the club with mobile technologies and personal computers. After sports fanatics, club and team loyalists are also likely to watch football matches, and generally attend sports events, and always try to obtain information about the team through the club’s magazine, TV, Web site, radio, etc. Then, star-struck spectators are actually fans of â€Å"Galacticos†, superstar players, and do not pay attention to the whole team that much. These fans take part in online interactive fantasy sports, play video games and try to get information about their favorite players. So, the main goal for the club in that case is to transfer their interest from the â€Å"star-players† to the whole team. Even less fanatics are the social viewers who are loyal to no team and attend matches whenever they can and use them as means of socializing. Moreover, there are opportunistic viewers who see sports as a form of entertainment and only attend typically in order to have fun with their friends and spend on food and drinks. They only get informed about the teams and the scores randomly, most of the times while watching TV. Finally, there are sports indifferents who are not interested in team sports generally unless it is a big event organized. Of course, the fans should be also segmented by geographic criteria. The system has allowed to spread the team’s name and reputation globally. Therefore, there are the fans in the limits of the country but also the international fans. (For example, soccer is growing very fast in Asia and tours are organized often. ) After pointing out how the market is segmented it is important to mention who is Real Madrid’s customer. This customer, no matter where he lives, he could be either a sports fanatic, a club and team loyalist or a star-struck spectator. He wants to get information about Real and follow the star-players of his team. He is willing to watch a match in the stadium or on TV and have a real connection with the team or with the players’ careers in the particular team. He buys Real Madrid’s accessories and somehow makes this brand part of his everyday life. Futhermore, Real’s customer not only sees football as a form of entertainment with friends, good food and beverages but also has the need to be part of the â€Å"football community†, has the need to ‘breath’ football. Finally, the business model that Real has implemented has many advantages but also includes some serious risks. Under Perez management, Real Madrid had mission to nurture and project the club brand worldwide. But Perez had thought of specific problem which led him to think twice about his management decision. First of all,buying a worldwide class player and including that in Real’s strategy can cause worries about the talent which becomes older and older. In order to achieve high game performance and try to pass the values of â€Å"excellence† and â€Å"prestige† to the audience, unique players with amazing skills are needed. There are always worries whether great players will cease to exist though so far new talents are still discovered. Of course, the soccer cannot be standardized as there is an uncertainty factor- such as lose the match or get knockdown from the big competition- and this is another problem that Real faces as well as any other team. Furthermore, competition between professional club, such as Chelsea, in buying players is another important threat for Real. In this case Chelsea can bring a world class player with extraordinary price to the club and that can have a general impact on player salaries and transfer prices and therefore cause problems to the team balance. Finally, Real’s managers are worried about overexposure and excessive commercialization of the brand as this could lead to opposite results-such as criticism for exploiting the team’s fans and overstretching the brand. Summarizing, all these risks should be taken into consideration and examined carefully in order to be solved long-term and therefore Real’s reputation will not be damaged.

Russian Nationalism and Ethnic Relations essays

Russian Nationalism and Ethnic Relations essays Nationalism is defined by dictionary.com as devotion to the interests or culture of ones nation. Ethnic relations are simply relations between one ethnic group and the next, how they interact and deal with each other. These two themes now that I think about have been recurring the entire quarter, in almost everything we read or saw, in one form or another. No matter where you go there are going to be differences between ethnic groups, and every group is going to interact differently. In Brother, it was Danila reacting to the Chechens on the bus, and not liking the Jews, and not having a problem with the Germans as long as they were not Jews. In Prisoner of the Mountains, Vania does not have any problem with the little girl, in fact he quite likes her, and is a nice person to her and the others such as her family. Whereas his fellow captive doesnt have any guilt about killing them and letting the man with no tongue fly off the cliff. Another example, and probably one of the best ones is Window to Paris, even though that was not mentioned on our essay topic sheet as a text to go with this particular topic I believe it factors into the equation as well, and that it is completely relevant. Window to Paris could possibly be one of the most classic examples of Russian nationalism and ethnic relations for this class. You have the Russ ians, who found this window to France, so now theyre dealing with the French, the culture, the Culture, the lifestyle, everything, because they now are IN France, and they see how different it is. When they enter France, they find it inconceivable, almost; that the French have all this food lined up in the streets at the markets, and that it does not all go to waste. The Russians do have pride in their country, I believe the word pride can be used as a synonym for nationalism, regardless of what might be said, or shown in this movie. Everyon...

Which and That to Introduce Clauses

Which and That to Introduce Clauses Which and That to Introduce Clauses Which and That to Introduce Clauses By Maeve Maddox In Modern English Usage (1926), Fowler argues the case for limiting that to what he calls â€Å"defining clauses† and reserving which to introduce â€Å"non-defining clauses.† Note: Fowler’s terms defining and non-defining correspond to restrictive and nonrestrictive. Yet, here we are, more than 80 years later, and questions about when to use which and when to use that to introduce a clause are among those most commonly asked at this and other grammar sites. The usual explanation begins like this: THAT  should be used to introduce a restrictive clause. WHICH  should be used to introduce a non-restrictive clause. For starters, let’s look at the terms restrictive and nonrestrictive. In my own experience of learning grammar, I had a hard time trying to keep these terms straight. Perhaps I have too much imagination, but I kept thinking that the â€Å"restrictive clause† was the one that ought to have the commas, because, well, commas enclose things, don’t they? And enclosing something restricts it, no? The editors of the Associated Press Stylebook must be aware of mindsets like mine because they reject the terms restrictive and nonrestrictive in favor of essential and nonessential: These terms [essential and nonessential] are used in this book instead of restrictiveand nonrestrictive to convey the distinction between the two in a more easily remembered manner. –AP Stylebook These alternative terms certainly make it easier for me remember the distinction. The word essential means â€Å"absolutely necessary.† An â€Å"essential clause† is critical to the reader’s understanding of what the author has in mind; a â€Å"nonessential clause† is perhaps helpful or interesting, but can be omitted without altering the principal meaning of the sentence. Ergo, the nonessential clause is the one that gets the commas. The nonessential clause is also the one that gets the which. Mind you, using which to introduce an essential clause is not the unpardonable sin some readers–chiefly American–insist that it is. Writers of British English often use which to introduce an essential clause. Here are just two examples from sources committed to the dissemination of impeccable English: We may link to external sites which give particular views of a person or organisation significant to a current news story –BBC style manual. The  Royal Charter  which governs our work sets out the objects for which we exist. –British Council website. In the first example, particular sites are meant; in the second, a particular royal charter is being referred to. Both of these which clauses are restrictive/essential. Banning the use of which to introduce essential clauses is a stylistic decision, not a grammatical necessity. Even the premier American style guide admits as much: Although which can be substituted for that in a restrictive clause (a common practice in British English), many writers preserve the distinction between restrictive that (with no commas) and nonrestrictive which (with commas). –Chicago Manual of Style, 6.22. That Chicago does not approve of using which to introduce an essential (restrictive) clause is made clear in the section titled â€Å"Good usage versus common usage†: In polished American prose, that is used restrictively to narrow a category or identify a particular item being talked about: â€Å"any building that is taller must be outside the state†; which is used nonrestrictively- not to narrow a class or identify a particular item but to add something about an item already identified: â€Å"alongside the officer trotted a toy poodle, which is hardly a typical police dog.†Ã¢â‚¬â€œCMOS That for essential clauses and which for nonessential clauses is without question the preferred American usage. And although which is still being used in British English to introduce some essential clauses, according to at least one British style guide, that is edging it out: Restrictive [i.e., essential] clauses relating to things may begin with either that or which, although there is an increasing tendency for that to be preferred. – Penguin Writer’s Manual, p. 32. Here are some sentences that reflect the preferred that/which usage: The car that I want is out of my price range. (essential clause) The car, which is only two years old, sold for $2,000. (nonessential clause) The kitten that has white paws is the one I want. (essential clause) The kitten, which was Jack’s favorite, never came back. (nonessential clause) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:100 Idioms About NumbersDoes "Mr" Take a Period?Ebook, eBook, ebook or e-book?

The Incarnation and the cross Term Paper Example | Topics and Well Written Essays - 5000 words

The Incarnation and the cross - Term Paper Example †4 In trying to address the question â€Å"Who do you say that I am?† the researcher draws from various scholarly discussions pertinent to the subject matter of the research and from there try to understand the Incarnation and the Cross as the way to answer the question. However, as the Incarnation and the Cross have been discussed since the inception of Christianity, which have resulted into voluminous works on these mysteries, the research limits its attention on the discourse of the Incarnation and the Cross from the articulations of the anawim of the contemporary period - women and racial groups who have been relegated in the periphery of faith. Their voices will be the main sources of answer to the primordial question of the research Who do you say that I am? The research will be having the following structure. The first part is the introduction wherein the focal ideas and question of the study is presented. It emphasizes the centrality of the Incarnation and the Cr oss from the perspective of the marginalized people are given the arena to respond to the question the study will attempt to address, Who do you say that I am? The second section of the study will deal with the issue of who is Jesus? This is significant, as it will try to show the historical Jesus vis-a-vis the construction of who he is among the Christians will be given consideration. This is essential as who is Jesus is a concern that afflicts Christians and non-Christians alike as they try to understand the life and messages of Jesus in their lives in the midst of the rapid changes of the globalize world. This section will be having two subsections. The first subsection will be dealing with the experiences of black women as they try to take re-look at the Incarnation and the Cross from the lens of their oppression and segregation. The second subsection will tackle the discourse of feminist theology within the context of communities that offer alternative elucidations to the theol ogical explanations offered by the West to Jesus’ question ‘Who do you say that I am?’ The third part will present the analysis of the researcher on the issue. Finally, at the end of the study, the conclusion will be presented. It is the hope of the researcher that the end of this paper, the Incarnation and the Cross may bring us closer to the image of God and to believe that â€Å"goodness can and will triumph over evil. Despite the system, despite the magnitude, complexity and apparent insolubility of our problems today, humanity can be and in the end will be, liberated†¦.suffering, fear, misery, injustice can be overcome. And the only power that can achieve this†¦ the power of goodness and truth, the power of God.†5 2.0. Who do you say that I am? Jesus’ question Who do say that I am? is an invitation for all Christians to continue looking into our experience of Jesus in the midst of the existentialist angst and alienation that continue to plague the human condition.6 The Christian faith is the story of the triune God who creates the world, sustains it and since the beginning have continuously sought he means to be in constant relation with it.7 God has continually initiated the relationship between himself and