Trade Policy and the European Union Free Essay Example, 5250 words

In Commission v UK the UK government banned the import of certain poultry products for the reason that such imports endangered public health and therefore was against public policy. The ECJ held that the UK should have explored the several other less restrictive options available to it. According to the principle of mutual recognition, any product that was manufactured and sold as per the extant EU Regulations and Standards in that Member State cannot be rejected. Meat is sold from vans in the French countryside. France made it mandatory for such mobile van meat sellers to have permanent establishments in France, in order to permit regular public health inspections. Since Maxwell's shop is located in Germany he cannot sell meat from his mobile shop in France. In the Factortame case, the Spanish company Factortame was prohibited from conducting its commercial activities in British waters because it was using Spanish vessels registered as British vessels. After a long and tortuous pas sage through the various UK courts, the ECJ set aside the UK legislation and held that this company could continue its commercial activities in UK waters. We will write a custom essay sample on Trade Policy and the European Union or any topic specifically for you Only $17.96 $11.86/page Therefore, the insistence of the French authorities that every mobile van seller of meat in France should have a permanent establishment within the country violates Article 28 of the EC Treaty as it would not be justifiable in terms of consumer protection.

Personality Characteristics And Characteristics Of...

Personality, according to the American Psychological Association, â€Å"refers to individual differences in characteristic patterns of thinking, feeling, and behaving. The study of personality focuses on two broad areas: One understands individual differences in particular personality characteristics, such as sociability or irritability. The other area understands how the various parts of a person come together as a whole.† (Kumari, 2015). There are layers to every individual’s way of thinking and interacting with the world that are defined by their experiences and their innate characteristics. These characteristics are displayed in every aspect of a person’s life. The personality is a fingerprint people instinctively leave when completing everyday tasks as well as dealing with others. A person’s behavior can become predictable because of the consistency of the pattern of characteristics and actions the person displays. A person disposition, forces them to be who they truly are and to live a life with accomplishments that reflect their views on the world (Goodarzi, 2015). When determining personality, there are five approaches which researchers focus on to determine one’s personality. The first approach is the trait approach which concentrates on the individual differences and the unique organization of the adaptations to the environment determined by the psychological systems. Gordon Allport, a trait psychologist, believes the development of traits supports a personologicalShow MoreRelatedThe Personality Characteristics Of Personality2513 Words   |  11 Pagesnotion of personality can be defined as a specific set of organised characteristics that influence a person’s everyday actions. These actions are guided by different motives and cognitive processes causing the large range of behaviours in a person. Each person’s characteristics are unique and come together to create an individual personal identity (Burger, 2011). Therefore a personality is subjective to each individual person, it is these unique characteristics that make i t so. Characteristics such asRead MorePersonality Characteristics1455 Words   |  6 PagesPersonality Characteristics Saundra Moskoff PSYCH 504 November 21, 2011 Angela J.W. Steele, Psy. D. Personality Characteristics People differ from one another not only in physical appearance but also psychologically. An individual’s persona is a mixture of life span experiences in addition to genetic characteristics (Cervone Pervin, 2010). Saundra Moskoff focused on three personality traits: self-esteem, autonomy, and sociability, and examined how the characteristics developed during herRead MoreCharacteristics And Characteristics Of Personality1065 Words   |  5 Pages Introduction A persons’ personality refers to their way of thinking, behavior, and feelings. It is determined based on five basic pillars: agreeableness, extraversion, openness to new experiences, neuroticism, and conscientiousness. Through these pillars, it is possible to determine an individuals’ personality profile, which may be used to predict their behavior, relationships and other outcomes in life. The traits also determine someone’s personal profile, their work experiences, physical andRead MorePersonality Characteristics Of Personality Traits1235 Words   |  5 PagesPersonality characteristics Introduction Personality psychologists define personality as the psychological traits that contribute to an individual’s enduring and distinctive patterns of feelings, thinking, and behavior, (Cervone Pervin, 2013). Now, this statement can denote that personality might be somehow fixed. Perhaps the most obligatory questions to ask in this regards are: is personality inherited or acquired. Can individual’s personality be altered? For decades, these and many other questionsRead MorePersonality Characteristics Of A Personality Assessment1100 Words   |  5 PagesCoworker Personality Assessment Within my current organization, I have had a direct experience with an individual who has personality characteristics of substantial variance from my own. For this essay, I shall refer coworker as Bob. To understand Bob’s beliefs and motivators, I will identify Bob’s personality traits using the â€Å"Big Five† model. The â€Å"Big Five† model consists of five factors; Extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience (RobbinsRead MoreCharacteristics And Characteristics Of A Personality Disorder1460 Words   |  6 Pagespsychopathy or some form of mental illness or disorder. Our textbook states the â€Å"the term psychopathy â€Å"refers to a very specific and distinctive type of psychopathology†-a personality disorder characterized by antisocial behavior and a lack of feelings, especially empathy for or sensitivity to others . There are some biological characteristics such as traumatic events or abuse that turn in to psychiatric issues or defects to a person’s body that can cause criminal activity. These are some of the problemsRead MorePersonality Characteristics And Personality Traits1691 Words   |  7 PagesPart 1: Personality Characteristics and Motivation Character/Personality Traits: After Interviewing Tanseer, I got some really useful insights about her overall personality and how she became an entrepreneur. In her opinion, some of the entrepreneurial skills that she acquired over the time were the main reason behind her success. Throughout the beginning phase of the interview she stressed on the importance of Perseverance skills as being utmost important when launching an entrepreneurial ventureRead MoreCharacteristics Of A Personality Disorder1707 Words   |  7 PagesPsychopathy is condition in which an individual has a wide array of negative personality traits. The trait that stands out the most is that they enjoy the suffering of others, as well as compulsively, and very skillfully, lying to others. Also, their sense of superficial charm causes people to gravitate toward them. Psychopaths are also known for their lack of general remorse and empathy for any wrongdoings they may commit. They are known to deny responsibility for actions they commit, as well a sRead MoreExternal Characteristics Of Personality1044 Words   |  5 PagesPersonality consists of different traits that each individual embodies. Each personality is composed of a diverse variety of traits and characteristics that are influenced by our environment, upbringing, experiences, and personal attributes we have attained throughout our lives. These are examples of both external and internal characteristics. External characteristics include the environment and surroundings an individual is amerced in. Internal characteristics include traits such as introversionRead MorePersonality Characteristics Of Personality Traits1043 Words   |  5 Pagesthe textbook, it describes how to define personality. There is no single definition of the word personality. That is because it is used in so many different ways, and because one word describing someone’s personality can be interpreted many different ways. For example, if you describe yourself as a â€Å"happy person†, that could mean something different to another person who also describes themselves as â€Å"happy†. Your personality is an arrangement of personality traits that describe a consistent style

American Company And The First Coffeehouse â€Myassignmenthelp.Com

Question: Discuss About The American Company And The First Coffeehouse? Answer: Introducation Starbucks is an American coffee company and the first coffeehouse was developed in Washington in 1971. After that, it has approximately 24,000 coffee shops and coffeehouses across the globe. In Australia only, it has around 27 stores including in Sydney, Melbourne, and Brisbane. Starbucks serves numerous types of coffee and along with the coffee, beverages and other food items are also serves in Starbucks. This place is being visited by all age groups people. Starbucks is famous for quality of coffee which they provide to its customers (Schultz, 2012) Flow chart example of Starbucks Front End In the front end stage of Starbucks, customers are given priority as they are the main component of Starbucks' business. The caf is operating its activities and functionalities on the basis of self service. After entering the caf, the infrastructure of the caf is well defined; due to which it becomes easier for the customer to opt for their menu as it is displayed above the order counter. The caf is found overcrowded and in some scenarios, long queues are also observed around the caf (Wilson, et. al., 2012). For placing the orders, the customers are supposed to head towards the order counter where the digitalised menu is presented. After making the order, customer is required to make the payment. Various payment methods have been provided at the counter, after doing so, the customers can enjoy their meals in the sitting area. As presented in the right corner of the flow chart, the white block is indicating the speciality of the caf i.e. coffee. Apart from coffee, they also serve snacks and main course dishes too. Consumers can also place the order for deserts as Starbucks is known for serving best quality ice creams and deserts. At exit points, consumers are also asked to give reviews in relevance with their services offered. After having coffee and other meals, guests may leave the table or they could also spend some time in the caf only (Huotari Hamari, 2012) Back End Following is the back end flowchart of Starbucks activities: Source: By Author Back end process includes all those activities which are performed in the back stage i.e. activities performed on the back side of the operation area. Back end staff plays an empirical role in offering high quality services to the customers. Lot of people and their hard work is get involved in this process. Back end process of Starbucks includes housekeeping under which premises of the caf is kept neat and clean. All the activities in relation with the staff are performed under human resource management, their salary; bonus, etc. are included under this department. Apart from these operations, the crucial element of the organization is maintaining quality of the products and services, as Starbucks is known for its coffee's quality and taste across the globe, hence; organization needs to maintain that taste to satisfy the consumer's requirements. Along with these activities, staff documentation and post operation activities such as cleanliness and administrative activities are perform ed (Krishnamurthy, SivaKumar Sellamuthu, 2010). Significance of Service Encounter The main concern of the service industry is to evaluate the methods to make the customers' experience better. As customers is the reason for the success of the organization. And in the scenario of Starbucks, customers are kept on the priority so that organization could achieve adequate success and growth. The effectiveness of the service offered by Starbucks could be evaluated on various service encounters basis. Customers experience should be converted into an unforgettable experience to prove the organizational services impact on the customers (Udo, Bagchi Kirs, 2010). All those areas which are crucial in terms of improving the customers experience should be adopted. Best and effective way for implementing this strategy is to evaluate the review given by customers. For proving the impact of service encounter in real life situation, Starbucks has made the strategy of making customers feel luxurious and important through delivering high quality goods and services. Service encounters help the business organization to perform their activities in an adequate and effective manner to enhance the service quality. These encounters do affect the activities of business as well as they also determine the negative aspects of the business (Chang, Chen Lan, 2013). Managerial Implication Organization i.e. Starbucks needs to evaluate the best possible way to attain adequate success and growth. This also helps the organization to perform in the competitive business environment. Across the world there are a lot of international as well as local coffee shops and cafes are available, still, Starbucks has established its strong position in the global market (Ugbomhe Dirisu, 2011). This is due to the adaptation of effective and appropriate strategy in relevance with the organizational structure. Service industrys biggest achievement is their customer satisfaction and this could be provided through practicing adequate and effective strategies within the workplace. Service industry's services are compared with the economic values. Most of the customers compare the price of the service with the feeling generated from the availing of the particular service. Hence, an organization needs to perform in such a manner where they could enhance the consumers' satisfaction at its best . Customers should not be given any chance for complaining in relevance with the services offered by the organization. In the scenario of Starbucks, coffee which is the best product provided by this caf and along with the coffee, lot of services are provided to customers, such as treatment of customer while entering the premises of caf, providing hygienic sitting arrangements, etc. All these actions form the success path for the organization as well as it also motivates the organization to enhance its service qualities as well as other relevant factors to provide better services to its customers (Cannoy Cannoy, 2010). For providing appropriate services, an organization needs to adopt the certain set of strategies to which it can enhance its working procedures and could build an effective image in the global market. The implication of these strategies also forms the source of Return on Investment (ROI). All the decision should be taken in relevance with the customers' perception to follow the adequate path otherwise results could be generated in the negative manner (Hajli, 2014). In relevance to the service industry, evaluation of Starbucks strategies defines that they work as per the requirements of their customers. The services offered by Starbucks as a brand and services provided by other restaurants and cafes show the difference. This shows the effectiveness of advanced and unique strategies adopted by the organization. To achieve more growth and expansion in rest countries of the world, Starbucks needs to maintain its products as well as its services quality. References Cannoy, S.D. Salam, A.F., 2010, A framework for health care information assurance policy and compliance", Communications of the ACM,53(3), pp.126-131. Chang, C.S., Chen, S.Y. Lan, Y.T., 2013, Service quality, trust, and patient satisfaction in interpersonal-based medical service encounters,BMC health services research,13(1), p.22. Hajli, M.N., 2014, A study of the impact of social media on consumers,International Journal of Market Research,56(3), pp.387-404. Huotari, K. Hamari, J., 2012, Defining gamification: a service marketing perspective, InProceeding of the 16th International Academic MindTrek Conference(pp. 17-22). ACM. Krishnamurthy, R., SivaKumar, M.A.K. Sellamuthu, P., 2010, Influence of service quality on customer satisfaction: Application of SERVQUAL model,International Journal of Business and Management,5(4), p.117. McKenzie-Mohr, D., 2011,New society publishers, Fostering sustainable behavior: An introduction to community-based social marketing. Schultz, H., 2012.Pour your heart into it: How Starbucks built a company one cup at a time. Hachette UK. Udo, G.J., Bagchi, K.K. Kirs, P.J., 2010, An assessment of customerse-service quality perception, satisfaction and intention,International Journal of Information Management,30(6), pp.481-492. Ugbomhe, O.U. Dirisu, A.B., 2011, Organizational structure: Dimensions, determinants and managerial implication,Internafional Journal of Economic Development Research and Investment,2(2), pp.10-18. Wilson, A., Zeithaml, V.A., Bitner, M.J. Gremler, D.D., 2012,McGraw Hill, Services marketing: Integrating customer focus across the firm.

Reaction Paper on “Immortality on Ice” Essay Example

Reaction Paper on â€Å"Immortality on Ice† Essay The movie that we watched was about reviving a person from the dead. This is said to be done in the future but they had already started researching how to use ice as a power to revive a clinically dead person. They used ice as a method to preserve a body and now they are planning on how to revive a person through the use of nanotechnology that can repair all the cells that were ruptured n the freezing process. The technology that they were referring in the movie is called Cryonics. This Cryonics would enable a man to prolong his life and at the same time be able to revive himself in certain conditions. As a technology, it also has technological system which various aspects. The first aspect is the techniques or human activity-form. In the Cryonics, it was seen on how people preserved a dead body. In Egypt, the dead people were mummified and preserved in order to reach the second life. In Cryonics, they also want to follow this ritual or activity. They want to preserved a dead body in order to revive it and not for the preparation of the afterlife. With this technology, they can prolong the life of a person or they can make people â€Å"immortal†. The technique that they will use in technology is the power of ice to preserve a dead body. Their example is a frog that was frozen to dead and was still able to revive itself when the ice melted. The second aspect of the technological system is resources, tools, or materials. In studying Cryonics and to further develop its technology, they are using dead bodies that are stored in a freezing apparatus that has liquid nitrogen to preserve a body. All the tools that they will be using are located in their laboratories. We will write a custom essay sample on Reaction Paper on â€Å"Immortality on Ice† specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reaction Paper on â€Å"Immortality on Ice† specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reaction Paper on â€Å"Immortality on Ice† specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Their tools and apparatus would enable them to further study and analyze their research on how to revive a frozen dead body. The third aspect is the technological products and artifacts. In the technological system, the products that were created by different techniques were called artifacts. This can also serve as resources in some technological process. The artifacts in the Cryonics are the new life or the prolonged life that would be possessed by a human when he undergoes the technological techniques that were used in Cryonics. Although there is still o artifacts produced to the lack of technological advancement on the field but they said that in the future this technology would be present. Right now, they are piling dead bodies to be preserved so that in future they would be revived again. The fourth aspect pertains to the ends, function or valence of the technology. Man always seeks on how he can prolong his life here on earth. The function of this technology is basically to pro long and enhance the life of man and to be able to extend the limitation to another level. With this, the desire and needs of man to be â€Å"immortal† could be attained. To be with your love one forever and to defy the death are of the function of this technology. The fifth aspect is the factual knowledge. This pertains on how the technology will work and how it operates. In the Cryonics, they made use of the other organisms of animal that are capable of reviving itself after being frozen. When the body was frozen, it stops all cellular action and in turn the body was clinically dead but some animals like the frog has the capability to reanimate itself after beng frozen the has an innate mechanism that allow them to do that. In humans, we are not capable of that that why the cryonbiologists are still searching a way to be able to know how to resurrect and frozen body. With this, it plays a role in the further development of the technology. The last aspect is the social context or organization in which technologists are developed, distributed and employed. This pertains to the division of labor, where each has different task but has similar goal and same accomplishment and that is to be able to enhance the life of humans. In the institute, where Cryonics were conducted, it is composed of different people with different fields. There are programmer, cryontechnicians, cryonbiologists, engineers and many more. All of the make-up a institution that is will make â€Å"immortality of ice possible†. All of these people have different specializations but they all contribute make the technology that would enable to revived a frozen body possible. The technology is made due to interaction of different fields and this is the most important aspect of technology. Without the help of other fields the technology would not advance. In the movie, the dynamic relationship of science and technology on Cryonics is that the technology is dependent on the science. This is based on my understanding and based on what I saw in the movie. The technology that would enable to reanimate a frozen dead body in not yet feasible in the present. Although science and technology are independent the technology to revive a frozen body is still dependent to science. Without proper knowledge on how to fix all the ruptured cells on frozen body, the techniques and technology would not be able to advance. The people in the institute admit to themselves that in the present there will not be able to resurrect the frozen bodies. But they said that in the future, together with the advancement on technology, they would be able to reanimate a frozen dead body. They still need to gather more knowledge and expand research on nanotechnology to be able to make a technology that can revive a person or enhance its quality of life by extending it to the normal life expectancy of man. All they were doing today are series of research and experiment to further developed the technology they had today. I am not saying that the technology is always dependent on the science. Science and technology are mutually interdependence. The science shows the principle on technology will work and in return the technology helps the science to advance itself. An example of this is Microbiology. Without the invention of microscope, the field Microbiology, Cytology and Genetics will not be born. And absent in the advancement of either one of this will result in stagnation of the other. With the advancement of this technology, there are ethical issues that would arise from the technological system. First kind of ethical problem is the questions about how ethical values and norms apply n new technological context. This can be seen in the arising of moral concerns against the church. Reanimating a dead person defies the presence of a God, who has the power to give and take the lives of the person according to church. It also defies the law of nature. Reanimating of a dead is a mortal sin for the religious sects. This is the main ethical issue that would arise when the technology would be completed. Another kind of ethical issue that would arise is the questions concerning distributive justice and equality. With the advancement of technology in Cryonics, only a group or a class of people would benefit from this technology. Only the rich, elite and powerful will have an easy access on this technology. Since the technique would surely be expensive, not all people will be able to be brought back to life once they had died. Not all people will have equal chances to have a so called â€Å"immortal† life. Due to limited sources and facilities of the technology and the massive population of the human, only the powerful, rich and elite people would have the advantages on the technology. Thus, the questions on social justice and equality would arise due to technological innovation. The last kind of ethical issue that would arise is the question about the technology’s power to create dramatic changes. With the advancement in Cryonics and if the technology that can enhance the life of human to become â€Å"immortal† would be realistic then it would cause a greater problem to ourselves and the environment. Together with the enhancement of life, there would be decrease in the death rate of the humans. This would imply a more rapid growth in the population of the humans. With the increasing number of people and limited resources, there would be competition among people and other creatures. This would lead to an ecological imbalance. This advancement of technology would alter the world by destroying the environment to have a shelter, extinction of other organisms due to lack of habitat, and arising of wars due to completion on natural resources. Together with the advancement n technology, we the people who created it should also have limitation on what kind of technology we are making. Technology s a double edge sword that is both beneficial and detrimental at the same time. It is up to the people on how the will make used of the technology. We should not only look on the benefit we get on the technology but we should also think the consequences before it become too late to fix the problems brought by technological advancement.

Euthanasia and Suicide

Marquis de Montcalm in the French and Indian War

Marquis de Montcalm in the French and Indian War Marquis de Montcalm - Early Life Career: Born February 28, 1712 at Chateau de Candiac near Nà ®mes, France, Louis-Joseph de Montcalm-Gozon was the son of Louis-Daniel de Montcalm and Marie-Thà ©rà ¨se de Pierre. At the age of nine, his father arranged for him to be commissioned as an ensign in the Rà ©giment d’Hainaut. Remaining at home, Montcalm was educated by a tutor and in 1729 received a commission as a captain. Moving to active service three years later, he took part in the War of the Polish Succession. Serving under Marshal de Saxe and the Duke of Berwick, Montcalm saw action during the siege of Kehl and Philippsburg. Following his fathers death in 1735, he inherited the title of Marquis de Saint-Veran. Returning home, Montcalm married Angà ©lique-Louise Talon de Boulay on October 3, 1736. Marquis de Montcalm - War of the Austrian Succession: With the beginning of the War of the Austrian Succession in late 1740, Montcalm obtained an appointment as aide-de-camp to Lieutenant General Marquis de La Fare. Besieged at Prague with Marshal de Belle-Isle, he sustained a wound but quickly recovered. Following the French withdraw in 1742, Montcalm sought to improve his situation. On March 6, 1743, he purchased the colonelcy of the Rà ©giment dAuxerrois for 40,000 livres. Taking part in Marshal de Maillebois campaigns in Italy, he earned the Order of Saint Louis in 1744. Two years later, Montcalm sustained five saber wounds and was taken prisoner by the Austrians at the Battle of Piacenza. Paroled after seven months in captivity, he received a promotion to brigadier for his performance in the 1746 campaign. Returning to active duty in Italy, Montcalm fell wounded during the defeat at Assietta in July 1747. Recovering, he later aided in lifting the siege of Ventimiglia. With the end of the war in 1748, Montcalm found himself in command of part of the army in Italy. In February 1749, his regiment was absorbed by another unit. As a result, Montcalm lost his investment in the colonelcy. This was offset when he was commissioned mestre-de-camp and given permission to raise a regiment of cavalry bearing his own name. These efforts strained Montcalms fortunes and on July 11, 1753, his petition to the Minister of War, Comte d’Argenson, for a pension was granted in the amount of 2,000 livres annually. Retiring to his estate, he enjoyed the country life and society in Montpellier. Marquis de Montcalm - The French Indian War: The next year, tensions between Britain and France exploded in North American following Lieutenant Colonel George Washingtons defeat at Fort Necessity. As the French Indian War began, British forces won a victory at the Battle of Lake George in September 1755. In the fighting, the French commander in North America, Jean Erdman, Baron Dieskau, fell wounded and was captured by the British. Seeking a replacement for Dieskau, the French command selected Montcalm and promoted him to major general on March 11, 1756. Sent to New France (Canada), his orders gave him command of forces in the field but made him subordinate to the governor-general, Pierre de Rigaud, Marquis de Vaudreuil-Cavagnial. Sailing from Brest with reinforcements on April 3, Montcalms convoy reached the St. Lawrence River five weeks later. Landing at Cap Tourmente, he proceeded overland to Quebec before pressing on to Montreal to confer with Vaudreuil. In the meeting, Montcalm learned of Vaudreuils intention to attack Fort Oswego later in the summer. After being sent to inspect Fort Carillon (Ticonderoga) on Lake Champlain, he returned to Montreal to oversee operations against Oswego. Striking in mid-August, Montcalms mixed force of regulars, colonials, and Native Americans captured the fort after a brief siege. Though a victory, Montcalm and Vaudreuils relationship showed signs of strain as they disagreed over strategy and the effectiveness of colonial forces. Marquis de Montcalm - Fort William Henry: In 1757, Vaudreuil ordered Montcalm to attack British bases south of Lake Champlain. This directive was in line with his preference for conducting spoiling attacks against the enemy and conflicted with Montcalms belief that New France should be protected by a static defense. Moving south, Montcalm mustered around 6,200 men at Fort Carillon before moving across Lake George to strike at Fort William Henry. Coming ashore, his troops isolated the fort on August 3. Later that day he demanded that Lieutenant Colonel George Monro surrender his garrison. When the British commander refused, Montcalm began the Siege of Fort William Henry. Lasting six days, the siege ended with Monro finally capitulating. The victory lost a bit of luster when a force of Native Americans who had fought with the French attacked the paroled British troops and their families as they departed the area. Marquis de Montcalm - Battle of Carillon: Following the victory, Montcalm elected to withdraw back to Fort Carillon citing a lack of supplies and the departure of his Native American allies. This angered Vaudreuil who had desired his field commander to push south to Fort Edward. That winter, the situation in New France deteriorated as food became scarce and the two French leaders continued to quarrel. In the spring of 1758, Montcalm returned to Fort Carillon with the intention of stopping a thrust north by Major General James Abercrombie. Learning that the British possessed around 15,000 men, Montcalm, whose army mustered less than 4,000, debated if and where to make a stand. Electing to defend Fort Carillon, he ordered its outer works expanded. This work was nearing completion when Abercrombies army arrived in early July. Shaken by the death of his skilled second-in-command, Brigadier General George Augustus Howe, and concerned that Montcalm would receive reinforcements, Abercrombie ordered his men to assault Montcalms works on July 8 without bringing up his artillery. In making this rash decision, Abercrombie failed to see obvious advantages in the terrain which would have allowed him to easily defeat the French. Instead, the Battle of Carillon saw British forces mount numerous frontal assaults against Montcalms fortifications. Unable to break through and having taken heavy losses, Abercrombie fell back across Lake George. Marquis de Montcalm - Defense of Quebec: As in the past, Montcalm and Vaudreuil fought in the wake of the victory over credit and the future defense of New France. With the loss of Louisbourg in late July, Montcalm became increasingly pessimistic about whether New France could be held. Lobbying Paris, he asked for reinforcements and, fearing defeat, to be recalled. This latter request was denied and on October 20, 1758, Montcalm received a promotion to lieutenant general and made Vaudreuils superior. As 1759 approached, the French commander anticipated a British onslaught on multiple fronts. In early May 1759, a supply convoy reached Quebec with a few reinforcements. A month later a large British force led by Admiral Sir Charles Saunders and Major General James Wolfe arrived in the St. Lawrence. Building fortifications on the north shore of the river to the east of the city at Beauport, Montcalm successfully frustrated Wolfes initial operations. Seeking other options, Wolfe had several ships run upstream past Quebecs batteries. These began seeking landing sites to the west. Locating a site at Anse-au-Foulon, British forces started crossing on September 13. Moving up the heights, they formed for battle on the Plains of Abraham. After learning of this situation, Montcalm raced west with his men. Arriving on the plains, he immediately formed for battle despite the fact that Colonel Louis-Antoine de Bougainville was marching to his aid with around 3,000 men. Montcalm justified this decision by expressing concern that Wolfe would fortify the position at Anse-au-Foulon. Opening the Battle of Quebec, Montcalm moved to attack in columns. In doing so, the French lines became somewhat disorganized as they crossed the uneven terrain of the plain. Under orders to hold their fire until the French were within 30-35 yards, the British troops had double-charged their muskets with two balls. After enduring two volleys from the French, the front rank opened fire in a volley that was compared to a cannon shot. Advancing a few paces, the second British line unleashed a similar volley shattering the French lines. Early in the battle, Wolfe was hit in the wrist. Tending to the injury he continued, but was soon hit in the stomach and chest. Issuing his final orders, he died on the field. With the French army retreating towards the city and the St. Charles River, the French militia continued to fire from nearby woods with the support of floating battery near the St. Charles River bridge. During the retreat, Montcalm was hit in the lower abdomen and thigh. Taken into the city, he died the next day. Initially buried near the city, Montcalms remains were moved several times until being reinterred at the cemetery of the Quebec General Hospital in 2001. Selected Sources Military Heritage: Marquis de MontcalmQuebec History: Marquis de Montcalm Fort Ticonderoga: Marquis de Montcalm

The Idiosyncratic Volatility Anomaly Essay Example | Topics and Well Written Essays - 1500 words

The Idiosyncratic Volatility Anomaly - Essay Example Investors look to these corporate-level indicators when determining the most viable security purchase that will facilitate effective returns and minimize risk of volatility. The IVOL comes into play when a specific security does not conform to known economic models that illustrate either inverse relationships to tangible corporate level characteristics or direct relationships to known securities in a comparable category. Various factor-model equations have been developed to establish the expected rate of return of a security, utilising complex variables such as known excess stock returns, known sensitivities to volatility risk, and certain conditional market means (averages). Consider the complexity of one such factor-model calculation to determine expected security return: Exhibit 1: Factor-Model Calculation to Determine Expected Aggregate Returns Source: Ang, et al. (2006). The cross-section of volatility and expected returns. The interchangeable variables within similar equation m odelling dictate no elongated explanation of the complexity of this scientific approach to aggregate security returns. However, such models that determine not only future stock returns, but also volatility risk with a specific security or basket of securities in comparable industries, are designed to facilitate more effective and profitable security investment. The idiosyncratic volatility anomaly is an acknowledgement that not all common stock securities will produce returns that follow a logical model of analysis and computation based on known historical patterns of return and volatility. Various models for determining aggregate returns, based on corporate-level dynamics or market risks (among other criteria), should produce consistent stock returns that are in-line with mathematical expectations. The tangible market returns of a security will, at times, illustrate a direct relationship with such modelling that serves to justify these scientific methods of analyses. During other m arket conditions, such returns conflict these models designed to facilitate a more shrewd investment with no legitimate explanation as to why low returns occurred with the security. These are the dynamics of the idiosyncratic volatility anomaly: predictable corporate level characteristics and valuations of a firm, the known statistical significance of the model used to identify expected aggregate returns, and linear examination of historical stock trends should all serve to justify the long-term return of a security. What actually occurs in the stock market is a confliction of these predictive models, often with no concrete explanation for why the security became exposed to higher volatility, price shock, or variable returns. The IVOL is highly pervasive in domestic and global stock markets with many researchers seeking solutions for the recurring prevalence of this anomaly in the United States, the United Kingdom, and Eurasian nations (Chen, et al. 2012; Savickas and Zhao, 2012; Be rrada and Hugonnier, 2009; Jiang, et al. 2007). Berrada and Hugonnier (2009) identify this routine irregularity citing disparities between the idiosyncratic volatility factor with a direct relationship to stock returns in the U.S., and Ang, et.al (2006) confirming this factor tends to hold true in other nations. The dynamics of what genuinely causes the IVOL prevalence is uncertain, as no singular method of determining its catalysts has yet been determined. However, there is speculation that it can be related to

Business Related Topic (see page 9 on attachment) Case Study

Business Related Topic (see page 9 on attachment) - Case Study Example Recognizing that the financial analysis will be maximized by more data, it uses 2005 as a comparative year for 2006. Lastly, this paper will also compare the financial data and ratios of British Airways Plc, its key competitors, and industry through a benchmarking analysis. The report concludes with the identification of the airline's financial strengths and weakness. The British airline is rapidly evolving due to external environmental forces. The industry has been faced with a dismal outlook with the onset of economic downturn in the world led by the business cycle in the United States (Sorensen 2006). Furthermore, the emergence of low cost carriers in the European airline industry is a living example of how the strategic directions of business organisations are strongly affected by the changes, trends, and developments and their external environment. It is apparent that the European airline industry has progressed from being dominated by large, business class air carriers to one which is increasingly controlled by the proliferation of low cost airlines (Sorensen 2006). The wide popularity and acceptance of budget air travel puts pressure on large carriers like British Airways (BA) Plc. to implement more aggressive market strategies in order to compete in the marketplace. With this backdrop, it has been expected that the performance of business class air carriers like BA have declined while budget airlines take center stage. This, in turn, is expected to be reflected in the financial performance of the business organization. Financial analysis has become one of the most popular techniques utilized in order to ascertain the health and well being of a business organization. Financial analysis enables decision makers to uncover trends in business performance and compare different business organizations (Keown, et. al 2005). In line with this, it becomes important to analyse the financial situation of the BA in order to understand how it copes with its weaknesses and faces various threats. 2.1. AIMS AND OBJECTIVES Based on its annual reports, its key competitors, and the whole airline industry, this report generally intends to examine the financial situation of British Airways Plc. This report aims to accomplish the following objectives: 1. Determine the trend of growth of BA's key income statement and balance sheet accounts; 2. Evaluate the performance of BA in terms of profitability, liquidity, solvency, and financial leverage through the use of financial ratio analysis; 3. Compare the performance of BA with its main competitor by benchmarking; and 4. Reveal the business organization's areas of financial strengths and weakness. 2.2. RESEARCH QUESTION Based on the aforementioned research aims and objectives, the research question in consideration can be adequately stated as follows: What is the general assessment on British Airways

Fundament of management Info systems Essay Example | Topics and Well Written Essays - 250 words

Fundament of management Info systems - Essay Example This calls for more mass mails being sent by the company to a large number of prospective customers to ensure at least a good amount of sales from this method. Another issue is that the mails might not be sent due to lack of internet and the mails might contain viruses that might disrupt the end user or recipient’s information system or computer. The mails often end up being treated as spam mails making the intended message not to be effectively conveyed. For the case of thick catalog system, it has been evident that the system is expensive for it to reach numerous prospective customers. Information if not efficiently conveyed using this method because it’s not guaranteed that the respondents will actually turn up and substantive sales realized from the adverts. It is also necessary to buy the list of prospective customers from the government information agencies, a list which sometimes is not up to date. The Applebee’s has applied several good advertising and selling strategies that has made it successful. It has made its advertising campaign more strong and aggressive. It has also shuffled the items on its menu adding some while removing others. It has also embarked on improving its image to attract customers. It has also embarked on aligning its products in such a way that customers get products in specific groups e. g clothes are found in one place while utensils found in another. This strategy is working for them and they are making sales more than ever

Gender Differences in Early Years Sector

Gender Differences in Early Years Sector Chapter 3 – Literature Review Introduction: The aim for this literature review is to examine the literature on the selected topic of men working in the early years sector and to the objectives of this research by acquire knowledge, through familiarising myself with the literature on the area. The objectives of this research are, to critically analyse the literature on Gender balanced workforce within in the early year’s sector. To explore what are the benefits to children of a more gender balanced childcare service and to identify are there any disadvantages? To identify practitioner’s views on why men in Ireland are not choosing to work in the early year’s sector and to identify practitioner’s views on how to encourage men into the childcare sector and finally to explore issues parents may have, if any on men working in the early year’s sector. Background: For many decades there has been a division of gender within the labour force. Commonly with men found in well paid occupations that are, highly skilled and that involve heavy work such as the construction or transport industries with female workers, on the other hand, have been found in caring nurturing occupations such as childcare, nursing or social work (Garrett, 1987). At present men are a very small percentage of the early year’s workforce in Ireland. Sources of data on the early years workforce show that men are at around 1 percent of the early year’s workforce in Ireland. Considering the huge changes in Ireland over the last decade it is surprising that this figure hasn’t really changed over the last ten years. So it isn’t surprising that also at present men are a small percentage of the childcare trainees in Ireland. Data gathered from research in other European countries shows some differences but men are usually well below 5 per cent of the early years workforce (see Cameron et al, 2003). This data from Europe also shows that Denmark has the highest proportion in Europe of male childcare workers, in Denmark men are 8% of the early year’s workforce. Benefits of a more gender balanced childcare workforce: The early years sector is not only a big employer in its own right but the early years sector is essential to enabling parents especially mothers to take up employment in the workforce. The childcare sector is, therefore, important to the achievement of gender equality in the workforce of Ireland. Increased participation of mothers in the labour market reduces child poverty and improves educational outcomes for children (see Penn et al, 2004). An important element of early years care and education is to promote inclusion and valuing diversity a more gender balanced workforce contests stereotypes and shows gender equality to young children. In this way, it is seen to enrich the quality of childcare (see Cameron et al, 1999; Moss, 2000). It is expected that in practice males will bring diverse skills to the workforce, reflecting on their own gendered rearing. (Jensen, 1996) argues that the quality of childcare is improved for children because it exposes them to diverse styles of playin g, caring and instructing. The literature frequently states that such diversity enriches the range of children’s experiences while attending an early years’ service. It is proposed that children can benefit from seeing a male in a caring, nurturing and responsible role, particularly in terms of their relationships with others, behaviours and attitudes. (Daycare Trust, 2002), Furthermore Miller (1986) draws our attention to the fact that a conflict of identity can be experienced by both male and female teachers; between teachers’ roles as ‘nurturers’ and ‘carers’ on one hand, and on the other hand their professional role as educators (as cited in Drudy, Martin, Woods O’ Flynn, 2005, p.23). The literature suggests that male childcare practitioners can be positive male role models for children these benefits are mostly spoken about in relation to the benefits for children of lone mothers as cited in Cameron, 2001, (Jensen, 1996) suggested that ‘the presence of male childcare workers could go some way towards providing constant, positive male role models for these children, as some kind of compensation for what is missing at home’ this is disputed by Christie (1998) as cited in Cameron, 2001 p. 435 Christie argues that ‘this model does not explain how, why, or for whom, male workers are expected to compensate, or whether compensation is possible’. Christie goes on to state, it may be wrong to assume that a child lacks a ‘father figure’ or other type of role model simply because they do not live with their father. And that it may not be realistic to expect a male worker to fulfil this role when such expectations are not placed on fema le childcare workers. Furthermore Owen (2003) states, it is unclear whether males provide role models for children by being as he say ‘traditional’ males in a female environment, Owen questions is it by engaging in so called ‘male’ play activities such as sport, or by challenging stereotypes by taking on a more traditionally ‘feminine’ caring and nurturing role. Further evidence to support such claims is provided by Bricheno and Thornton (2007) who found no indication that children even saw their teachers whether they are male or female as role models (p.394). Even though the concept of men in childcare being role models may be weak, it is supported by parents, early years employers, and the general public (Daycare Trust, 2002). Every child is unique in their own individual way and has specific individual needs that need to be met in a responsive and appropriate manner by those who are caring for them. Children who are been cared for by Early Childhood Practitioners on a full-time basis within a pre-school setting are in their care for more than eight hours a day, therefore it is extremely important for Child care practitioners to meet their physical and emotional needs all the time in order to form close emotional bonds with children. According to Roberts (2010), childcare practitioners learn to recognize children’s emotional and physical cues and respond to them promptly and appropriately. By doing this she believed that practitioners allow for close emotional relationships to blossom (Roberts, 2010). As a result of these emotional relationships, Roberts (2010) also believed that they pave the way for children to develop healthily. This idea is highlighted by Benson et al (2009), who state that one of the most important contributors to healthy development is children developing close emotional relationships with a responsive and nurturing caregiver. Nowhere in this literature is it stated that gender affects the ability to care for a child. Barriers to men working in the early year’s sector: The literature suggests that main barrier to men working in the early year’s sector is the fact that there is such a low rate of pay and that childcare practitioners level of qualifications are not represented in their rate of pay as cited by RTE News online (18/2/2015), The association of childhood professionals said that over 25,000 people are working in the early years sector where the typical income is less than â‚ ¬11 an hour. Marian Quinn the associations chairperson stated that the situation is unsustainable because young people are choosing better paying careers instead of the early years. Furthermore the Irish Examiner (3/1/2015) argued that Representative bodies have been flooded with accounts of workers, qualified to degree level and with many years of experience, earning just â‚ ¬18,000 per annum. For a male who is the bread winner of a family this would not be sustainable Research by the Daycare Trust (2003) stated that nearly half of over 2000 adults that w ere interviewed said that better wages would encourage more males to work in the early years sector. Not surprisingly (Drudy, Martin, Woods et al., 2005,) found that In an Irish study of school-leavers and student teachers ‘low pay† was given as a primary reason for fewer males in primary teaching. Another prominent barrier to the lack of males working in the early years sector is the it is a female dominated sector and the notion that it is women’s work, it is easy to understand that being in a minority may be an uncomfortable experience, and data suggests that this could be one of the key issues discouraging men from working in the early years sector. Historically, early childhood education has been seen as synonymous with caring for and nurturing young children and, consequently, continues to be widely regarded as ‘women’s work’ (Murray, 1996, p.368). Furthermore Daycare Trust (1999) posits that â€Å"Childcare staffs are overwhelmingly women and are strikingly badly paid compared with other caring professionals despite the commitment and professionalism which exists within the industry. Staffs have poor conditions of work and do long hours with little access to training or support. Morale can be low and the best often leave for better prospects e lsewhere.† Interestingly Cameron (2001) acknowledges and asserts that if early childhood work was re-examined, with ‘higher professional status and a higher rate of pay, it could be expected that there would be more male employees, fewer men in the token, isolated situation, and possibly less reason to move on quickly’ (p.444). Many Childcare positions are part-time and this also causes a barrier to males seeking employment in the early year’s sector. At the same time, the availability of part-time employment in the sector suits many women in the sector, a number of who work in childcare while their children are young. This motivation has been found to be particularly strong among childminders, who work on a self-employed basis (see Mooney et al, 2001ab). The high proportion of part-time jobs in the sector is thought to deter men and that they are more likely to seek full-time employment. According to Cameron, (2004). it is also evident that the men that do work in the early year’s sector are more likely to be found holding positions with older children in positions such as after school care rather than working with babies and younger children, This has been explained with reference to men’s preference for working with older children and choosing roles in education more so than caring roles. What needs to be done to increase the numbers of men working in the early year’s sector? As cited by Fine-Davis, et al (2005) highlights that there has been extensive backing for men to consider childcare as a career this was made clear by the European Commission (1992) which called on Member States to encourage and support increased participation by men in the care and upbringing of children. This theme was again encouraged in the White Paper on European Social Policy, A Way Forward for the Union (European Commission, 1994), and by the European Commission Network on Childcare (1990). It was found that despite the unquestionable support for increasing the number of men working in the childcare sector, the recruitment of men into the childcare field has not gained momentum. It has been suggested that particular attention should be focused on recruiting men into this area of childcare but as discussed earlier the barriers such as rate of pay, the lack of professional status associated with the profession and the current lack of males currently employed within the sector ar e barriers that need to be overcome before the possibility of men entering the early years workforce. Cameron, (1997) states that â€Å"It would appear from the example of Danish childcare centres that where the work has been re-evaluated as valuable, and as appropriate for a mixed-gender workforce, the perception of ‘mothering and childcare equals low value work’ no longer holds as a principal motivation for employment in childcare work† (1997a: 64-65). Fine-Davis, et al (2005), also suggests that it is evident that males will not be attracted to the field unless the salaries increase. At present Irish parents are paying some of the highest childcare fees in Europe, this isn’t because Ireland has the most costly childcare in Europe, but because the Irish government invests such a small percentage of GDP. Research also found that many early years’ employers acknowledge that the barriers to recruiting men into the early years sector are significant but they do not see that it is their duty to encourage men into the early year’s sector, but that responsibility lies with the Government, that the government needs to encourage this through advertising or through services such as careers education and guidance (see Rolfe et al., 2003). As cited by RTE News online (2015) Professor Noirin Hayes stated that the current investment in childcare of 0.1% of GDP compared to our European counterpart’s investment of 0.7% is not appropriate, addingchildcare was not a business but a social service and that needs to be recognised. Furthermore to this as cited by the Irish Times (2015) Chief executive of Early Childhood Ireland,Teresa Heeney, said crà ¨che workers that are qualified to degree level 7 or level 8 with many years of valuable experience are being paid as little as â‚ ¬18,000 per year. Furthermore the Irish times also cited Marian Quinn (Chairperson of the Association of Childhood Professionals) she said,â€Å"We are losing many qualified, and skilled experienced and knowledgeable people who can at afford to remain in the profession of childcare. Things need to change on a government level for it to have any impact on the barriers to men working in the childcare sector. â€Å"Equal opportunity needs to be a two-way process, as women move into male dominated areas and are encouraged to aspire to management positions, men should be encouraged into childcare and education, so that male participation becomes the norm rather than the exception.† (Thurtle et al, 1998: 632) Parents views of a more gender balanced early year’s sector: The literature suggests that parents recognise the benefits of a more gender balanced early year’s work force as cited by Cameron et al, (1999) some parents believed men and women had different skills in childcare, with men more able to engage in physical and fun activities, and women seen as more skilled in caring, nurturing and planning. But unfortunately the stigma of it being women’s work and the pre-conceptions that it is not a role suited to males still prevails. Even though parents and the general public mostly support the employment of more males in the early years sector, mainly on the grounds that males provide positive role models, there is also an element of concern identified through research from parents, college lecturers and the general public about the possible abuse from male practitioners (Thurtle and Jennings, 1998; Cameron et al., 1999). Penn and McQuail,1997concour with this stating that the topic of sexual abuse is undoubtedly a most important iss ue discouraging men from seeking employment in the early years sector. Male practitioners working with young children have reported being probed on their motives, and mistrusted of having perverse sexual intentions but there is no research out there that support any of these concerns and furthermore research by the Daycare Trust (2003) found that, although 77 per cent of participants, who included parents of children attending early years services, were in favour of more males working in the sector, 57 per cent said that one of the key barriers to men’s employment was the risk of paedophiles working with children’ and 56 per cent agreed that ‘people could be suspicious of a man working in childcare’ Owen, 2003 argues that this is somewhat unexpected given that cases of sexual abuse in early years sector are exceptionally rare, and that they do not all involve men. Conclusion: In concluding this literature review on men working in the early years sector it is evident through the literature that there are strong beliefs in the benefits of a more gender balanced early years workforce for the children and the workforce of the sector. Majority of the literature on the topic of men working in the early year’s sector seemed to focus on the range of perceived benefits, with particular focus on the benefits to children that attend early year’s services, but there was also a small focus on the benefits to the workforce and for the men that work in the sector. As cited by Scott and colleagues, research in the area of employment in the early year’s sector has focused more on the role of the sector in enabling women to participate in paid employment (Scott et al, 2000). The literature on the barriers to men working in the early years sector was also examined here we found how pay and the lack of professional status were the main barriers to men wo rking in the early years sector. Following this we explored the strategies that were researched on ways to encourage men to see the early year’s sector as a viable career prospect it was discussed that more would have to be done on a government level for any changes to be prompted. Finally the area of the views of parents was explored in this section it came to light that parents did see the benefits to a more gender balanced early year’s workforce but that some parents still had concerns when it came to the safety of their children. It also became very clear throughout the process of this literature review that because of the small percentage of men employed in the early years and the fact that there are very few examples of a mixed-gender workforce, these have not been examined empirically. The researcher was unable to source studies which explored the benefits of a mixed gender workforce through empirical research. Rather, the benefits identified are largely indicative and based on anecdotal evidence. The researcher also noted a lack of research or studies carried out on this area in Ireland. Thus forming an important research agenda for the future, it suggests a need for focused research on mixed gender workforces in childcare, to more accurately identify the benefits to children, parents and the workforce in Ireland.

My Diary Essay

My life is a sea of endless hardship. Struggling to open my heavy eyes, I began my busy day. After finishing my routine job drowsily before the first lark awaked, I had to clean the grand villa inside and out, finish washing piles of dirty clothes and prepare breakfast for the whole family. One after another, they got up and went downstairs, wearing tired expressions on their faces, as if they had done household chores for a whole night instead of sleeping comfortably in the soft and warm bed. I smiled a smooth smile towards all of them, although I wanted to tear at them in the deep bottom of my heart. All of them ill-treat me, including my mother, who is my dear mother, but my master now. Since she divorced with my father, my carefree childhood has become a piece of bittersweet history covered with dust. This grand villa is like a crystal palace to others, however, it is the hell full of misery to me. â€Å"God Damn! You fool must have shirked on the cleaning†¦Ã¢â‚¬  Peter, the son of my mother and her present husband, found a dead fly lying in a tiny corner of the washroom and jumped with anger. Before my explanation and realization, he gave me a slap on the cheek. In the mist of my eyes, I caught a slight smile on my mother. On the way to market, I came across my father. Spontaneously, I was surrounded by the sea of warmth and kindness, I burst into tears and poured out the bitterness of my life. †Please! Please let me leave that castle of misery, Dad! I would like to be with you no matter how poor you are†¦Ã¢â‚¬  My beloved dad stroked my hair without saying anything. I could feel his slight tremble and waves of love, which I had almost forgotten as time passed by. Suddenly, he said to me earnestly: †You have been a lady of 20, old enough to take your own responsibilities. Life belongs to you, and no one can offer you a real help except yourself†¦Ã¢â‚¬  †¦ I woke up, only to find the whole room was still buried in endless darkness and it was just a dream! I struggled to sit on and took a deep breath. My terrible life in the nightmare showed continuously in my mind, together with my father’s words. With trembling hands I wiped the stream of sweats and tears on my face. Luckily enough, I live a life of ease in reality. Under considerate cares of my parents, I am enjoying a more comfortable life than my peers, without worrying about almost anything. My parents and I have been living harmoniously and peacefully since my memory started. However, as time passes by, I am used to taking their loves and cares as granted. Only at that moment did I realize how happy I am. By comparing my dream with the reality, I found myself as blissful as a little princess. Moreover, I would like to thank the nightmare for giving me some experience and understanding on tragedy. No one wants to be involved in a tragedy, but when it falls into our lives unexpectedly, we should try our best to challenge and conquer it. I wish tragedy will be a permanent stranger to me, but I am fully aware that it is impossible. Everyone’s life is bridge from the cradle to the grave and it is full of barriers and thorns. But no matter what happens, I will keep in mind what father said in my dream and face challenges with pride and courage.

Educational Studies (Primary) with Art Essay

‘Art is a time traveller; art is an omnipresent teller of story. It’s more effective than CNN, the BBC and Sky News put together. Art is all the poems read, at all the funerals and weddings that happened, on every day of every year of your life, from every class, gender and sexuality of human being. The freedom to write is a sign of a free society. Art is the greatest symbol, the greatest expression of freedom. No wonder writers are a threat to repressive regimes; it’s because of the greatness and importance of books. Art bridges the gap between the spiritual world and the physical one; at times of great need, trauma, loss, celebration, union, hope, introduction, we need the bridge, we need art. It’s why there is song, it’s why there is poetry, it’s why there is dance, and it’s why there is music. What can art do? Art can save lives; people need the bridge over their troubled waters, because art is life. This is not an exaggeration; take away those songs those poems, paintings and music and leave citizens bereft of expression. Art offers a quality of life and of experience, a fundamental  power of art is to articulate. If aliens visited us, they would get a truer representation of the human being through art than through anything else. Art is as close to the environment as human beings can get. What art can do is what it does. I have seen homeless men and women speak, who have not spoken before, due to some unspeakable trauma. I have seen poems bring the invisible into focus on national radio. I have seen crying children smile. I have seen poems change lives. It’s why poems are read at weddings, funerals, births, on royal occasions and personal occasions, when soldiers are at war, and in peacetime. We turn to art because it is the greatest expression of humanity avail able to all.’ (Sissay, L., 2010) The essence of good art teaching is to harness the creative ability, which is already part of every child. We are catalyst, enquirer, developer and delegator to the creative young minds we try to teach. (Barnes, R., 2002, p.180) This art assignment will analyse a piece of work by chosen artist Judy Pfaff and her role in my project called ‘Dancing at the edge of chaos’, aimed at KS2 children, which consists of four developmental workshops, with the theme of ‘installation art’. (Appendix A-D) Judy Pfaff was born in 1946 in London, England. Her impressive career spans more than thirty-three years of making art across the globe. She began as a painter at Yale, but soon became recognised for her highly original sculptures laden with emotional impact. Pfaff explores space and matter and all that lies between painting and sculpture, two dimensions and three dimensions. Her work is laced with an intense physicality and exhilarating sense of chaos that continues to evolve throughout her art. Besides the ambitious sculpture installations for which Pfaff is renowned, she is a talented engineer, builder, welder and fabricator who tackles huge projects hands-on from start to finish. Her repertoire includes drawings, collages, prints and mixed media constructions, as well as highly complex multi-layered prints. Her prints incorporate collage elements and cut  papers. She employs a variety of media including photogravure (a method of printing high quality images in large editions, using photographic and etching techniques) encaustic (hot wax painting), lithography (a method of printing that used from a flat stone or metal plate with grease and water) silkscreen, woodcuts and more. (The College of Saint Rose, 2009) The artist has presented more than one hundred and fifty solo exhibitions and has participated in more than two hundred and fifty group and traveling exhibitions in the United States, Europe and South America. Pfaff has influenced younger artists either whom she has taught over the years or who have seen her work in hundreds of venues throughout the world. Pfaff sums it up: ‘†¦you should be allowed to test murky, unclear, unsure territory or all you have left are substitutes that signify these positions. Having it all together is the least interesting thing in art, in being alive.’ (Prince, S. E., 2008) The piece of art I have chosen as a starting point for four-lesson scheme of artwork is Judy Pfaff’s â€Å"N.Y.C- B.Q.E†. (Appendix E) Judy says, I think there’s always a melancholy in the work, though everyone has always thought of my work as being very happy, or jaunty, or- what’s that word I get- an explosion in a glitter factory. There’s always something that seemed carefree, easy-going. I can hardly remember that. I mean I can have a good time and I can be light-hearted. But there’s another quality that will get in, especially with the latest works. (Art 21, 2001) I found artist Judy Pfaff extremely inspiring because she has created huge amounts of diverse artwork throughout her career. She is a very ambitious artist with vigorous vision, which is echoed through her highly intense sculptures. Her work is never just about a particular element such as abstract form, rather an environment to be explored and experienced. Her  style of work links well with the project because the idea was to encourage the children to be spontaneous and to develop a skilful, yet sensitive use of materials, rather than just filling the space without a narrative. This element of extemporaneity and walking into a space and not knowing what will happen is exactly how Pfaff likes to work. Her installations are not simply just about scale and even though they appear to be quite chaotic, Judy plans with her assistants to figure out what they want to do with materials they haven’t worked with before. Assistant Ryan Muller at Judy Pfaff’s studio in Tivoli, New York talks about what he has learnt by working with Judy, As an artist myself, she has taught me a lot just about working on scales and persevering. She is in the studio constantly. She said a lot of her work gets done after we all leave. A lot of us will always be making theses images for her to work with; twisting the steal and giving her imagery to use and then when everybody has gone she has processed it all. She is in love with her work and that is inspiring. (Art 21, 2011) Despite Judy Pfaff’s set of diverse skills, to create one of her impressive installations involves a team of very skilled individuals. I was able to adapt some of the processes Judy Pfaff uses to create her installations, to be suitable for KS2 children, by planning activities which are accessible to them, so they could do the cutting, constructing, building, gluing, joining and engage with materials they had not used before, in a safe and stimulating environment. Once the children had been introduced to Judy Pfaff and some of the methods used in installation art, they were able to start straight away with experimenting with materials and creating their own installations. It was important to pitch the activities at the right level in each workshop, including starting small and building up to working on a large scale, all the time building their confidence and skills with the materials. All the materials I chose were easy to get hold of such as the cardboard boxes and wooden blocks, safe to use and stimulating enough for the children to engage with. The installation â€Å"N.Y.C – B.Q.E† is so complex  with so much to see; I found it enabled me to plan for many different art activities because it has so much scope. Pfaff’s dynamic, energetic, large-scale works incorporate many different media. However, I chose to gear the project to the handling materials aspect and getting the children involved in very hands on activities using their senses. Viktor Lowenfield, one of the great innovators in the field of art education, said, in his book Creativity, Education’s Stepchild: A Sourcebook for Creative Thinking: Creative persons, we find, are among other things unusually sensitive to what they see, hear, touch, etc. They respond rapidly to the â€Å"feel† and grain of a piece of wood, the texture and flexibility of clay, things often hidden. On the 28th October 1988 Angela Rumbold presented a speech to the ‘National Association for Education in the Arts’ whereby she said, Art, especially the teaching of it to young children, can enrich life by bringing to our attention the quality of such enlivening experiences. Through art, children can retain that sense of wonder and delight which all too easily becomes lost as later concerns of adult life take over. Without art and design, we lose the freedom to express out innermost thoughts and fears. Children’s knowledge and understanding of artistic and historical moments would be limited to the gamut to which their home life exposes them. (Calouste Gulbenkian Foundation, 1989) I wanted the children to experience some hands on building and constructing using a range of three-dimensional objects. â€Å"N.Y.C – B.Q.E† gives you a strong feel of being on the beach and by the sea, with light and life moving all around you which was my inspiration for the 30ft sandpit, which the children explored and created installations using more natural materials in  the third workshop. Pfaff’s work is full of life and inspired me to be quite ambitious with the planning, as I wanted to include a wide range of activities, which involved the children being actively engaged with materials and taking responsibility for decisions. My aims involved developing the children’s knowledge and understanding of colour, texture, space and composition by providing them with first hand experiences of experimenting with materials, investigating how it can be used and challenges where the child’s thinking and planning can clearly be seen. According to Margaret Morgan, County Art Adviser for Suffolk, ‘Experience and discussion of natural and manmade stimuli is crucial if the children’s awareness of form, feel, texture, pattern, weight and temperature qualities is to develop.’ (Morgan, M., 1988, p.82) Planning: central to all effective teaching, whatever the subject, is planning, asking the important questions such as, ‘What do I want the children to learn in this session? How can that learning be best achieved?’ Clear, appropriate learning intentions, setting yourself and the children challenging, engaging and achievable targets, reliant on an understanding of the children’s needs and abilities and the resources available, is essentially what teaching is all about. (Skelton, T., & Joy, E, 2001) While I was planning I drew inspiration from the key elements inherent to art education, which Margaret Morgan recommended in her book, ‘Art 4-11’: * Sensory experience: during the four workshops, the children used their senses to explore different types of materials and build installations in different environments. They carried out activities concerned with ‘feel’ and ‘touch’, which together will raise their visual awareness and the exploration of form, space and texture. * Ability to work independently and develop ideas, isolate problems and deal with them: In the last workshop the children were in charge of a particular area to set up ready for the  final exhibition. They had the responsibility of arranging an installation to make it fit with another in the setting. During all four of the workshops, the children were continuously developing ideas through practical handling of materials. * Practical experience and awareness of the potential line, shape, colour, pattern, texture, tone and form; of tools and materials and media; and of communication by graphic means: This was one of the most important outcomes for the children to achieve by the end of the project, as throughout they were handling a range of tools and materials in order to raise their awareness of their qualities and how they can be used in art. * Ability to enjoy and respond critically and intelligently to art and design forms, past and present: The children were introduced to the notion of installation art in the first workshop, where they were asked to share their immediate responses to it and explored how it was made and what it was made from etc. They also engaged with the work of Judy Pfaff and were asked some questions about their reaction to it and how it made them feel, what it made them think about and what it represents to them. The children also kept sketchbooks throughout and were asked to make comments about anything to do with the project, to encourage them to reflect on their own work and any particular skills they learnt. * Ability to use language in describing processes, developing discussion and evaluating ideas: Throughout the project the children were encouraged to discuss their ideas and what they were doing during the process of developing their work; by revisiting the element of space and composition, I hoped to expand the children’s vocabulary surrounding installation art and the features that were dominate in Judy Pfaff’s work. They also engaged in discussions within their groups when selecting materials and constructing their installations. (Morgan, M., 1988, p.110) Pfaff enters an exhibition space not knowing exactly what will happen. She must rely on her knowledge, skill, and experience to carry her through; this ethos was one I wanted the children to try and adopt, so when it came to the final exhibition they would feel confident enough to make a installation out of a new set of materials. The design of Pfaff’s ‘N.Y.C – B.Q.E’ opens the doors to many different possibilities for activities for KS2 children  because there are many aspects that go into her installations; I was able to discuss the use of colour, texture, space, and arrangement in Judy Pfaff’s work and how the children incorporated these elements into their own work. In every workshop I shared the image ‘N.Y.C – B.Q.E’ because I found it so cluttered and detailed; every time I looked at the image, I saw something different. Therefore I tried to encourage the children to study the image and stimulate fresh ideas and build up their language in art. Margaret Morgan states that the teacher should try to encourage children to look at, touch and feel items. (Morgan, M., 1988) This is exactly what I wanted the children to do throughout all the workshops to help build up skills and extend their experience of handling materials. As the workshops progressed, the aim was to try to build the children’s confidence and experience so more interest would build up during each activity. In all of the workshops, it was important the children used all their senses to explore the range of materials, so they could experience the materials and gain insight into their qualities, which would impact their decisions of choosing particular materials and design choices for their installations in the later stages. Throughout the project, the children were faced with all sorts of challenges such as painting, drawing, modelling, construction and textiles. My approach was to section off part of the hall, ensuring adequate space for each group of children to work with a collection of acquired items with potential for construction such as bricks, wood blocks, rope, plastic, metal etc. The children were introduced to the materials and reminded about the need for safe handling and mutual sensitivity. I reminded the children to respect each other and the things they had. The very nature of the range of materials continually triggered new ideas and associations such as creating homes in an imaginary environment, when the children were using the cardboard boxes and woodblocks. In addition, this approach provided the children with valuable experience of the potential usage of materials, an understanding of appropriate qualities and the importance of safe handling of tools and equipment. According to Rob Barnes, who presents many current and important issues in art education in his series of books called ‘Teaching art to young children’ states, ‘Expressing feelings and ideas in a visual way is a question of making judgements about things like colour,  scale, texture, shape and drawing.’ Children need to experience using and handling materials in order for them to understand their qualities.’ (Barnes, R., 2002, p.160) Some of the skills and tools involved in the project, such as joining using glue guns, cutting using Stanley knifes, experimenting with materials and their potential usage, arranging different types of metals and objects through trial, error and success which varied in weight and textures, taking responsibility for creating a sketch book, using the HD cameras and editing films using ‘I-movie’ on the MacBook pro’s and working in large scale groups meant it was more suitable for KS2 children. In comparison to the expectations in art and design of children in KS1, the activities seem to be a step higher in all areas. The National Curriculum states, in ‘Investigating and making art, craft and design’ in KS1 the children are expected to represent observations and make artefacts whereas in KS2, this develops into using a variety of methods and approaches to communicate observations, ideas and feelings and as the children were developing their creativity through more complex activities, increasing their critical awareness of the purpose of installation art and evolving their confidence in using materials and processes to communicate what they see, feel and think, these learning objectives seemed more appropriate. (DfEE, 1999) ‘N.Y.C – B.Q.E’ is a perfect example of Judy Pfaff’s controlled chaos in her artwork. Judy Pfaff controls the chaotic look to her installations. However, the chaos of all the qualities in her installations look like they may have all just been arranged in an attention-grabbing way but there is a reason behind all the commotion. This concept inspired the title for the project: ‘Dancing at the edge of chaos’. I tired to emphasise this idea of ‘controlled chaos’ when I presented the children with a random box of materials to have a go at making an installation, in groups. The children’s starting point would have been quite chaotic because all objects and materials started in a heap on the floor; the challenge was to arrange them into a visually exciting installation, some of which they might not have worked with before. Rob Barnes highlights, When children or teachers are involved in the process of making choices, they are inevitably manipulating thoughts and ideas. It takes little imagination to realize that one of the rewards of teaching art is to become just as interested in what children discover as they are. (Barnes, R., 2002, p.194) The main focus of the project was giving children the opportunity to handle and explore a wide range of materials, which they might not have used in a creative manner before. Michael Boyd, Artistic Director of the†¨Royal Shakespeare Company says, No child can absorb a fine culture of art without seeing a great deal of it and doing enough of it to realise some of the processes involved. Art is one of the antidotes of life which becomes increasingly busy and exhausting, yet far less humanly productive or satisfying. (Arts council England, 2010, p.7) Introducing the children to installation art allowed for the materials to be used and handled in a more stimulating way just like artist Judy Pfaff. Judy Pfaff has worked with an eclectic and unusual range of materials and moves back and forth easily between two and three-dimensional work, creating art that is complex and unique. These dynamic, energetic, large-scale works incorporate many different media. It was important to create opportunities for the children to see how Judy Pfaff might have constructed her work and manipulated materials and to raise their awareness of the different processes used in her work. Pfaff’s working process is spontaneous and highly physical. Throughout this project, the children have been encouraged to be very expressive with their thoughts and feelings, so they create work that is personal to them. Peggy Davison Jenkins, author of Art for the Fun of It, has said, Creativity is not so much an aptitude as an attitude.   The meaning and significance of each stage of scribbling still needs to be further studied. One thing is clear: children need to produce their own art, and they don’t benefit at all from completing adult -made projects. When pushed to do something they are not ready to do, they suffer by stifling their own needs. (Jenkins, D., P., 1980, p.70) I have tried to emphasise that the development of the work is just as important as the final piece because the children are constantly evolving their skills and making the work is all part of the experience. According to writer and poet Blake Morrison, Art can do many things: entertain, instruct, console, inspire, enrage, transform. It teaches us things we can’t be taught in any other way and makes us see things we wouldn’t otherwise see. It slows us the illusion of escaping our daily lives while simultaneously taking us deeper inside ourselves. (Arts council England, 2010, p.20) Educators are aware that children have different learning styles, a concept which has had a profound impact on thinking and practice in education, developed from Howard Gardner’s theory of Multiple Intelligence. (Learning Styles Online, 2012) In art, the teacher will discuss concepts verbally, write information and draw illustrations on the board, and allow children to manipulate materials; therefore every kind of leaner should be able to access the concepts being presented. ‘The arts have an important role to play in refining our sensory system and cultivating our imaginative qualities.’ (Barone, T., & Eisner, W., E., 1988) In short, art enlarges the imagination and allows us to experience the qualities of sound, sight, taste, and touch increasing children’s perception in the arts, rather than simply recognising them. Susan Striker has written an array of books, which discuss the positive influence of a child’s artistic growth on their  intellectual and emotional development, and offering activities to facilitate artistic skills. She highlights that ‘Children are developing visual impressions when they read, and verbal and symbolic skills when they draw, paint and sculpt.’ And later argues, ‘A child who is exposed early to positive creative art activities, and who is allowed to develop freely and naturally, will take to writing very easily when the time comes.’ (Striker, S., 2001) Councilor Mick Henry, Leader of Gateshead Council speaks about why art is important to him: Art has the ability to change and improve lives. This could be through taking part in a single art workshop session and making something for the first time, being at a concert by your favourite performer, or band, walking in the park and encountering a beautiful sculpture, or visiting a museum or gallery and seeing something precious or unexpected. Any of these simple activities can be transformational for the individual concerned. †¨ (Arts council England, 2010, p.12) Creative activities confront how we feel about things. Expressing a mood, emotion, or temperament through art becomes as valid as responding to another person, a moving sight, or a meaningful experience. Both responding and expressing through art puts us in touch with qualities which are part of what makes us human.

How Baking Soda Works - Cooking Chemistry

How Baking Soda Works - Cooking Chemistry Baking soda (not to be confused with baking powder) is sodium bicarbonate (NaHCO3) that is added to baked goods to make them rise. Recipes that use baking soda as a leavening agent also contain an acidic ingredient, such as lemon juice, milk, honey or brown sugar. When you mix together the baking soda, acidic ingredient, and liquid youll get bubbles of carbon dioxide gas. Specifically, the baking soda (a base) reacts with the acid to give you carbon dioxide gas, water, and salt. This works the same as the classic baking soda and vinegar volcano but instead of getting an eruption, the carbon dioxide fizzes to puff up your baked goods. The reaction occurs as soon as the batter or dough is mixed, so if you wait to bake a product containing baking soda the carbon dioxide will dissipate and your recipe will fall flat. The gas bubbles expand in the heat of the oven and rise to the top of the recipe, giving you a fluffy quickbread or light cookies. Waiting too long after mixing to bake your recipe can ruin it, but so can using old baking soda. Baking soda has a shelf life of about 18 months. You can test baking soda before adding it to a recipe to make sure its still good.

Free Essays on Douglass And Jacobs As Heroic Slaves

Douglass and Jacobs as Heroic Slaves The autobiographical stories of Frederick Douglass and Harriet Jacobs tell the stories of two strong willed characters who fight for their God-given right for freedom. â€Å"The man who would one day be known to the world as Frederick Douglass transcended the oppression of his childhood to become one of the most forward-thinking social reforms of his age. An intellectual and political leader, Douglass harnessed an ever-increasing public profile to promote and defend the causes of full civil rights for all men and women, be they black or white† (Kester-Shelton). In Jacobs’ Incidents in the Life of a Slave Girl and Douglass’ The Narrative of the Life of Frederick Douglas, an American Slave, they fight through the sexual, physical and mental harassment brought forth by slavery to dehumanize them and make them think and feel they were not equals to the white race. These heroic and courageous characters show that even when confronted with great adversity the human spirit can overcome. Harriet Jacobs and Frederick Douglass took many risks in writing their stories with the hope that it would help other slaves in similar situations. The horrid things that the characters had to witness and experience would hopefully disgust and anger the reader, causing them to want to take action. Despite the potential trouble it could bring upon them, Douglass and Jacobs included the names of their masters and mistresses in their stories. Douglass also used his own name, though Jacobs used the name Linda Brent, not so much to cloak her name for being a woman speaking publicly, but because of the â€Å"disclosure of her history of sexual harassment, seduction, and unwed motherhood† (Castronovo). At fifteen she was doing all she could to resist the persistent sexual advances of her master, Dr. Flint. â€Å"I wanted to keep myself pure†¦ but I was struggling alone in the powerful grasp of the demon Slavery; and ... Free Essays on Douglass And Jacobs As Heroic Slaves Free Essays on Douglass And Jacobs As Heroic Slaves Douglass and Jacobs as Heroic Slaves The autobiographical stories of Frederick Douglass and Harriet Jacobs tell the stories of two strong willed characters who fight for their God-given right for freedom. â€Å"The man who would one day be known to the world as Frederick Douglass transcended the oppression of his childhood to become one of the most forward-thinking social reforms of his age. An intellectual and political leader, Douglass harnessed an ever-increasing public profile to promote and defend the causes of full civil rights for all men and women, be they black or white† (Kester-Shelton). In Jacobs’ Incidents in the Life of a Slave Girl and Douglass’ The Narrative of the Life of Frederick Douglas, an American Slave, they fight through the sexual, physical and mental harassment brought forth by slavery to dehumanize them and make them think and feel they were not equals to the white race. These heroic and courageous characters show that even when confronted with great adversity the human spirit can overcome. Harriet Jacobs and Frederick Douglass took many risks in writing their stories with the hope that it would help other slaves in similar situations. The horrid things that the characters had to witness and experience would hopefully disgust and anger the reader, causing them to want to take action. Despite the potential trouble it could bring upon them, Douglass and Jacobs included the names of their masters and mistresses in their stories. Douglass also used his own name, though Jacobs used the name Linda Brent, not so much to cloak her name for being a woman speaking publicly, but because of the â€Å"disclosure of her history of sexual harassment, seduction, and unwed motherhood† (Castronovo). At fifteen she was doing all she could to resist the persistent sexual advances of her master, Dr. Flint. â€Å"I wanted to keep myself pure†¦ but I was struggling alone in the powerful grasp of the demon Slavery; and ...

International business Essay Example | Topics and Well Written Essays - 2750 words - 1

International business - Essay Example This report aims at discussing why certain overseas businesses have a decentralized operations systems while the other follows a more centralized form. There have been several debates and discussions on this topic and the reasons why companies choose different forms of organisational structures in different places. To understand this better it is essential to firstly understand the meaning of decentralised and centralised forms of organisational operations. This will lead various factors that allow companies to choose the different style and also how the two differ in the case of different companies. There have been numerous debates and discussions in regards to the definition of ‘Decentralization’, and in a number of events this term has been mixed with ‘devolution’ or ‘delegation’. In the case of multi national companies and their operations, decentralization can be taken to mean the decision making rights or responsibilities, i.e. away from the centre and spread out across the various locations. Decentralization of a business operation simply means that the operation of every location is separate and based on the needs of the particular location. Here the main managers and heads of the company for each location are held responsible for the strategies, plans and operations of the particular location. In simpler terms the process of decentralization involves the decision making process and authority of the firm to a larger number of actors rather than a limited few in the central office. Operations in these kinds of companies are decentralized and the management for each area is different. Hence a decentralized management allows the company to perform better in the various regions and ensure that the company works in accordance with the region, culture, values and ethics. Also if the operations are tailor made for the

Impact of climate change in Arctic Essay Example | Topics and Well Written Essays - 2500 words

Impact of climate change in Arctic - Essay Example The rapid diminishing of sea ice in prolonged summertime is also expected to open up the Arctic for ships and other sea vessels. It is against this backdrop that this paper analyzes how these prospects will impact on the geopolitics of territorial claim that may emanate from these discoveries. According to the National Research Council, climate change poses profound impacts on natural and human systems on the globe. Impacts of climate change are creating concerns for multilateral and bilateral relations, as well as, human, national and international security (56). Changes in sea level, temperature, precipitation patterns and in other elements of the ecosystem adds additional stress to food security, energy, water and other natural resources that support livelihoods (7). In terms of security, climate change poses direct impacts on military operations and regional strategic priorities (8). Therefore, climate change potentially disrupts international relations by posing negative impacts on specific resources and assets (9). The implications of climate change on international relations have begun manifesting in the Arctic region. Based on projections from the National Research Council, warming in the Arctic region has accelerated in intensity than in any other region on the planet (8). In the same vein, Lemke and Jacobi have projected that warming in the Arctic is double the global average since 1980 (7). Regions in the Arctic are already experiencing the effects of this intensified warming. For instance, warming has disrupted the livelihoods of many communities residing in the Arctic, with entire villages at verge of relocation (National Research Council 10). The freezing and subsequent thawing of ice in the Arctic is disrupting infrastructural developments and transportation systems in the region. Additionally, evidence has shown that freezing and thawing of ice has changed the range, diversity and distribution of vegetation and animal species (Turner and Marshal 8). What is worrying many scientists at the moment is the fact that warming and climate change-related impacts in the Arctic are occurring more profoundly and rapidly than had been predicted. For instance, sea ice in the Arctic Ocean and in connecting seas has diminished by more than 30% since 1979 (Turner and Marshal 9). Previous study models had indicated that the summer of 2100 will render the Arctic ice-free. However, recent models have predicted that this will happen as early as 2035 (National research Council 12). The rapid loss of sea ice in the Arctic has amplified human activities within the region. Furthermore, this loss has generated a lot of interest in and unease about the future of this region. Mounting interest in the Arctic region has been influenced by the perceived benefits that will follow the diminishment of sea ice (Takana 99). Implications of Climate Change in the Arctic Warming, melting, thawing and subsequent diminishment of sea ice in the Arctic has enhance d human accessibility to the region (Kraska 45). For instance, this diminishment could see an increase in commercial ships navigating the two trans-Arctic seaways; the Northwest Passage and the Northern Sea Route (Zellen 5). Accordingly, states have begun updating international guidelines that currently govern ships and other sea vessels navigating the Arctic waters (Kraska 46). Increases have