Stalin: man or monster?

Source A is very different to sources B and C. Stalin is shown standing by pyramids ‘visit Russia's pyramids'. The picture is symbolising the results of Stalin's policies in which many people died. Stalin is showing no emotion. Sources B and C are very similar in that they are both showing Stalin as a popular, liked man. In source B it shows him with some of the workers on a hydro-electric power station. Stalin looks very relaxed and casual standing with his hand in one pocket and holding his pipe. However, the painting is an official soviet painting so it was probably manipulated to make Stain look good with happy workers. Source C was taken by a soviet photographer so the picture was probably planned on purpose to show Stalin's popularity and to make it look like all the people adore him. Sources B and C give very similar impressions of Stalin, showing him as a loved man. Whereas source A gives the impression that he is a monster. Source D is a speech written by a writer to the congress of soviets in 1935. The speech was published in Pravda, the paper of the communist party. The fact that it was published in Russia in 1935 already tells us that this source has probably been manipulated in some way to make Stalin look better. The only reason people would lie about him is because they were terrified of him so they had no choice but to suck up to him or face execution. This article does show us how Stalin had many people terrified and you can see this in the source because of how fake and obsessed the writer is. However because of the purges most of the stuff written about him was propaganda. Therefore meaning the information is of little use as it is purely either opinion or fake. I believe that the fact Bukharin's speech is written after becoming a victim of the purges and the fact it's written in Paris, where he is out of Stalin's control makes his assessment more reliable. The writer expresses his anger and hatred towards Stalin. Yet I think the reason Bukharin's assessment is reliable is the fact that he was very close to Stalin in helping him against Trotsky. Nonetheless he then fell into disagreement with him and he became a victim of the purges, but managed to escape to Paris, in exile out of Stalin's reach, meaning he can not be caught and punished. Khrushchev's speech is talking about how distrustful and truthfully scared Stalin was. This assessment does match others in saying how terrorising and malicious Stalin could be. For instance, the purges were an example of how Stalin would block any threats and oppositions by destroying them. Furthermore the fact that the speech was delivered in 1956 after Stalin's reign also makes the speech more likely to be accurate and trustworthy. Source G is showing Stalin as the judge prosecuting 4 defendants. They are all sarcastically admitting what they have done as they know even if they plea ‘not guilty' they will still be sentenced. The fact they will be sentence no matter what is shown in the background of the picture where you can see the gallows. Source H shows Stalin in the court, but in every position or role. This illustrates how Stalin manipulated everyone in the soviet party. Stalin was in effect, the Judge, the Jury, the Witness, the Clerk and the prosecutor. They were called ‘show trials' for a reason, that they were for show. The defendant was already a ‘dead man' before he had entered the court. The trial was purely so Stalin could say, ‘I gave them a chance'. Both sources are very similar in that they both give the same message, that Stalin was always in charge and that there would always be the same outcome in the verdict. Source I is from a biography of Stalin published in 1947 in Russia. This shows that what was written was probably fake or inaccurate as it was during the purges, meaning that the author had the fear of execution. Source J on the other hand was written in 1974 in Britain long after Stalin's rule. This means what is said about him is more likely to be true as there would be no fear of being prosecuted. Also the cold war was going on in 1974 so Britain was fighting against Russia. Yet I believe this could mean that the assessment is exaggerated because of Britain's dislike towards Russia at the time. Although we know they both disagree about Stalin we deduce this because of when and where they were written and our knowledge of what would happen to people who spoke out about Stalin. Most of the evidence shown in the sources points to Stalin as being a monster. After studying and analysing sources, A, D, E, F, G, H, and J, they all show or explain how evil, malicious and cruel Stalin was. It is only sources, B, C, D and I, which are either praising or supporting him and this is only because the artists or writers are either terrified or their assessments have been manipulated in some way from fear of execution. Different sources of information I have read indicate that Stalin was a monster For instance, to start with Stalin stated his 5 year plans. They consisted of different aims: to provide machinery and other equipment to farmers, to catch up with the western world so they were less dependant on industrial goods from other countries and finally to produce more armaments so that Russia could defend itself from attack. Although these aims sounded good they never actually happened. Stalin then introduced the purges. This was simply to a way to get rid of any opposition or threats. Stalin would find someone that had been opposing him in someway (even if it was that they spoke better than he did). He would then have them put on trial (know as show trails) and they would be found guilty and executed, hence out of Stalin's way. The Purges claimed over 10 million people's lives. Collectivisation was introduced for people in each village to join their farms together to make one large collective farm (Kolkhoz). Every one as a whole would then be able to afford the machinery and be more efficient. Because no-one listened there was a famine so Stalin made collectivisation compulsory. Peasants hated the idea so killed all their livestock and burned all their crops. Those who had done what Stalin said proved that collectivisation had worked and that numbers in cows and grain had gone up approximately 10 million in 25 years, but it is debateable whether this was a huge success, to the extent that many lives were ruined and many livestock and crops destroyed. Stalin had many people employed to work on building dams and bridges. However, many of the workers were slaves and kulaks. Strikers were shot, and wreckers could be executed or imprisoned. Thousands died from accidents, starvation or weather. Housing and wages were terrible; they would have to do a certain amount of work in their shift or they would go without food. Stalin's 5 year plans also came into this, he would often set an aim to complete a dam in 1 year, then when it was finished he would congratulate the workers and say ‘as you did so well, you have two more dams to do in the same amount of time'. This would then continue on and on. On the other hand, it could be argued that there were things that Stalin did during his reign that did benefit Russia. During the war Stalin helped by co-ordinating the arms production and making sure everyone was fully equipped. He was also very good at bringing everyone together and motivating people to fight for their country. Although collectivisation was not a huge success it did increase some of the numbers of livestock and grain farmers were producing, which arguably means that the idea did work. He did also have some other achievements, such as: Turkestan-Siberian railroad, the Dneiper dam and the Belomor canal. Some of the sources do support Stalin and show him as an adored man. Even though we have been looking at how most of the assessments are likely to of been manipulated, Stalin would have had some followers that were with him and supported him when some of the pictures were taken. Throughout Stalin's reign there were many things that he did that were horrific and malicious that did make him a real monster and from the research that I have collected I believe him to be just that, yet there were some things that he did for Russia that were in his favour, the main one being that he did, at a heavy cost, bring Russia foreword along way, and that did make his seem like a real man.

IKEA Company Case

IKEA Company Case Background IKEA, a leading Swedish home furnishing retailer, was founded in 1943 by Ingvar Kompred with a vision to service young and price-conscious consumers with a wide range of its knock down furniture sold at competitive prices.Advertising We will write a custom case study sample on IKEA Company Case specifically for you for only $16.05 $11/page Learn More Traditionally, IKEA has been known to maintain low-cost operations by contracting and maintaining dedicated independent furniture supplier networks, developing innovative modular designs whose components could be mass produced, maintaining relatively few sales clerks, using a classic cash-and-carry approach to trim costs at a minimum, selling the same type of furniture all around the world to benefit from the economies of scale, using a flat management strategy to enhance fast decision-making processes, abolishing internal budgets to check on expenditure, and utilising inexpensive advertising strategi es such as word-of-mouth and limited advertising to promote sales revenue. Recently, IKEA has been involved in expanding into international markets to reach out more customers and hence leverage its competitive advantage and profits. For instance, the company succeeded in setting store locations in Switzerland in Germany and even proceeded to become the furniture provider of choice for young and price-conscious customers despite facing supply difficulties as well as cultural and regulatory obstacles in these countries. Although the company faced minimal entry barriers in many European countries due to its European history and origin, it did receive unique challenges when gaining entry into the American market due to a host of problems as discussed below. Statement of Problems IKEA faced a host of entry barriers while attempting to gain access to the American market not only due to a diversified population and great cultural diversity demonstrated by potential customers, but also due to strong local competition and imitations. Indeed, the company had not faced such entry barriers before while attempting to gain access to European markets, hence the need for their further exploration. The underlying problems for IKEA’s entry into the American furniture market include: Creation of stable supply networks – IKEA’s operation costs drastically rose upon entry to the American market because it used to source its products from suppliers in Europe. There were unique logistical problems involved in transporting these products to U.S. markets that guaranteed an attractive consumer base.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More IKEA had to move with speed to recruit local suppliers to reduce the dependency of imports and hence cut down on costs. The U.S. suppliers also needed to be trained on more efficient methods to use in the productio n of furniture so that quality was not compromised in attempts to cut down on costs. Product adaptation issues – Upon entry into the American market, IKEA soon realized that some of its products were not reconfigured to the expectations and desires of U.S. customers. For instance, its European-style beds were somewhat narrower and longer than the standard American beds and hence customers could not buy them despite their high quality and low cost as their existing mattresses and beddings could not fit the beds. Again, IKEA’s management was called to attention to solve the adaptation issues with the view to increasing sales purchases and therefore achieve profitability and competitiveness. Unique advertising and promotion challenges – IKEA had traditionally relied on word-of-mouth, limited advertising and the use of catalogues delivered free of charge to customers residing in areas where the furniture retailer had set up business. However, upon gaining entry into the American market, IKEA’s management soon realized that the traditional advertising strategies could not bring positive outcomes in the American market due to a competitive retail market and diversity of the consumers, which made the traditional word-of-mouth advertising less powerful that it had been in ethnically homogenous European countries. Additionally, many American consumers did not identify with the traditional Moose symbol used in other European countries to advertise IKEA products as it was considered strange, provincial and, in some quarters, projecting the wrong image. These unique promotion and advertising challenges necessitated IKEA’s management to go back to the drawing board and devise advertising strategies that could fit well into the American market. Floor layout issue – Traditionally, IKEA utilised a floor layout approach that necessitated consumers to obtain an inventory tag number upon deciding what they wanted to purchase and then pro ceeding to find the kit on the rack in the expansive stores without much assistance from the sales clerks. However, this layout plan proved to be a major problem in the American market owing to customers’ buying behaviour, leading to long queues and declining sales as customers left empty-handed.Advertising We will write a custom case study sample on IKEA Company Case specifically for you for only $16.05 $11/page Learn More Again, this was an issue that IKEA’s management needed to solve to make any headway in the American furniture market. American consumers are averse to long waiting times, hence IKEA’s management was once again tasked with a responsibility of developing and implementing strategies that would reduce the long queues and enhance customer service experience while maintaining operational costs at a minimum. Non-available stock – this problem was related to the difficulties experienced in the supply chain networks as IKEA attempted to import products from European-based suppliers and furniture makers to stock local stores in diverse locations across the United States. To remain competitive, IKEA had to move fast in the recruitment and training of local suppliers to ensure that listed products were available for the customers when needed.

Philosophy of Education

Philosophy of Education Free Online Research Papers The philosophy of education is individual to each person and their particular insights. The philosophy of education generally addresses: the role of the teacher, the role of the students, and the role of learning in general. Each of these areas is very important for a soon to be teacher. Upcoming teacher should have a pretty firm idea of what their beliefs are about each of the above listed three areas. Therefore, as an upcoming teacher I will be sharing my views and beliefs on each of the three areas. The role of the teacher is a very important one that goes past what many people may think. I firstly think the main role of the teacher is to be at a school as an educator of whatever subject they are teaching and to have adequate knowledge in that content area. The teacher must be able to effectively communicate the information on the subject matter to their students in a way that the students will be able to comprehend and recall or perform that subject knowledge in the future. Past just teaching content in a subject area, teachers are also â€Å"life teachers†. Teachers may not always realize it initially, but they are huge role models in their students’ lives. Students are around their teachers for about 8 hours of the day. Sometimes that is more time than the students may see their parents/guardians. So whether or not teachers want or choose to be a role model in their students’ lives, they are. This means while at school teachers should exhibit professional , mature, attributable characteristics that will set a model for how the students should act now and in their future. In addition but very similar to just being a role model, is the role of a teacher being a life coach. Teachers are also unexpectedly thrown into this role. Throughout the career of teaching you will come into experience with many students that have really had someone to help guide them in their life. This often makes you as a teacher become their life coach since you are someone that they spend many hours with each day. Therefore teachers need to provide care, trust, security, love, and respect to their students without prejudice. You never know what each student is going through, so even if a student’s life may seem perfect, it could actually being crashing down without you knowing. This is why you cannot jump too quickly to stereotypes or conclusions when you are â€Å"judging† your students. I believe the main roles of the teacher are: to communicate subject knowledge effectively to their students, to be role models to their students, and to also be life coaches to their students. Another important part of the philosophy of education is the role of the student. The role of the student in the philosophy of education is a huge one. Each student will play a different role in the educational process, but the role of students in general is crucial for you to have a firm belief on to be able to effectively be able to teach individual student who will have their own separate beliefs about their role in the educational system. I believe the main role of the student is their willingness and desire to learn. Many students in school may not admit it, but they are there because they want and have a desire to learn in order for them to grow as an individual. Students also must want to learn in order to be able to learn. What I mean by this is that if a student is resistant to learning and does not care about learning then they most likely will not learn. They will be the student who rebels and does not pay attention in class and is usually causing trouble because they do n ot have a desire to be in the classroom. Another very important role or characteristic of the student is respect for their teacher. A student must be respectful of their teacher and also their fellow classmates in order to be able to learn. If there is no respect then the student will not want to pay attention to you as a teacher and will be disruptive to other students who are trying to learn therefore you must give them respect and you must gain their respect. Yet another role of the student is the role of socialization. Students are in an educational system to learn not only content knowledge but also to gain real world skills such as socialization. Each day students go through many different interactions between friends, teachers, administrators, and sometimes other school officials such as the nurse or guidance counselor. Each time a student has one of these interactions, it teaches them further socialization skills. The way people react to that person socializing with them wil l mold the future actions of the interactions with others. Such as, if a student comes up to another student and compliments them on the shirt they are wearing and they receive a response such as: â€Å"thank you!† then that originally student is encouraged by the positive response to continue to compliment others in the future. Let’s say the student receiving the compliment though responded this way instead: â€Å"Ewww I hate this shirt, I can’t believe you think it’s cute, you must have no fashion taste!†, then the original student will be discouraged from giving people compliments in the future and they will feel down about themselves because they will then think they have no fashion sense. This demonstrates how every interaction influence how we will act in the future. The last important role I believe that students have is the role of students as fellow â€Å"teachers† to their classmates. It is amazing how much students can sometimes g et something across to another student that a teacher may not have been able to. Most of the time students in a classroom are at different levels of learning, some higher than others. In this case, the higher level students will also be able to be teachers to their fellow classmates. Even students at the same level can be teachers to their classmates as well. Programs at schools are being implemented to improve and encourage this role of the student. At Springfield School District 186 in Springfield, IL there is a program called AVID (Advancement Via Individual Determination) that specifically targets this skill. On Tuesdays and Thursdays college mentors come into the classroom to assist in a program where students come into groups with questions while their fellow classmates in their groups guide a student through their original question to help them to achieve the answer without just giving it to them. This is a great example of the students’ role as being â€Å"teachersâ €  to their fellow classmates. I believe the four main roles of a student are: the role of the student to have a desire to learn, the role of being a respectful student towards teachers and fellow classmates, the role of socialization within the school, and the role of students as fellow teachers. The last major part of the philosophy of education is the role of learning. Many people ask why we should learn. My answer would be: for each of us to grow as individuals and therefore be a better, well informed, functioning member of society. Learning is a vital part of each person’s life. The formal educational system aids greatly in this area. Through formal education, many different things are learned in many different content areas, but also as I discussed earlier, sometimes in school you will also learn other important â€Å"life lessons†. Learning throughout your life never stops. Usually every day, whether or not we are in a formal school setting, we learn something new that we did not know previously. I also believe we learn as a survival instinct. When we are first born, there are things we must learn how to do in order to be able to survive. This could also be true to formal schooling in a way. In order to survive in the corporate world, you must continually be one step ahead of your competition, so you must constantly be striving to learn more about your career and your industry. Another reason I think we learn is to keep our brains occupied. Our brains are constantly striving for information. If we never learned anything new, we would get very bored and would be driven to learn more or to learn something new. There are many different reasons people could come up with for why we should learn, but mine is very basic. I believe we should learn in order to continuously grow as individuals and to be a better, well informed, functioning member of society. Each person’s beliefs and views about the philosophy of education will be very individualized. The philosophy of education generally addresses: the role of the teacher, the role of the student, and the role of learning in general. Each of these areas encompasses many different functions. For anyone who is an up and coming teacher, it is very important for you to be confident in and aware of your beliefs about each of the three areas in the philosophy of education. I as an up and coming teacher believe I have clearly demonstrated my confidence and awareness of my beliefs about each of the areas. Knowing my beliefs and being confident in them will surely help me once I do enter a school system as a teacher. Being confident in my beliefs will help me in order to be able to be an effective teacher, know my students role while at school, and to be able to communicate why the role of learning is so important. Research Papers on Philosophy of EducationStandardized TestingTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm XIncorporating Risk and Uncertainty Factor in CapitalRelationship between Media Coverage and Social andPersonal Experience with Teen PregnancyAssess the importance of Nationalism 1815-1850 EuropeInfluences of Socio-Economic Status of Married MalesThree Concepts of PsychodynamicCanaanite Influence on the Early Israelite Religion

Dolphin Safe Tuna

Dolphin Safe Tuna Environmental and animal welfare groups promote dolphin-safe tuna, but the dolphin-safe label is in danger of being weakened in the U.S. and some animal protection groups do not support dolphin-safe tuna. Do Some Cans of Tuna Contain Dolphin Meat? No, cans of tuna do not contain dolphin meat. While dolphins are sometimes killed in tuna fishing (see below), the dolphins do not end up in the cans with the tuna. How are Dolphins Harmed in Tuna Fishing? Two types of tuna fishing are notorious for killing dolphins: Purse seine nets and driftnets. Purse seine nets: Dolphins and yellowfin tuna often swim together in large schools, and because dolphins are more visible and closer to the surface than tuna, the fishing boats will look for dolphins to find the tuna. The boats will then set a purse seine net in a circle around both species and capture dolphins along with the tuna. Purse seine nets are giant nets, typically 1,500 - 2,500 meters long and 150-250 meters deep, with a drawstring at the bottom and floats at the top. Some nets are equipped with fish aggregating devices that attract fish and help prevent the fish from escaping before the net can be closed. In addition to dolphins, the animals who are caught unintentionally - the incidental catch, can include sea turtles, sharks, and other fish. The crew is ususally able to release sea turtles back to the ocean unharmed, but the fish usually die. The problem with dolphins being killed in purse seine nets occurs mainly in the eastern tropical Pacific Ocean. The National Oceanic and Atmospheric Administration estimates that between 1959 and 1976, over 6 million dolphins were killed in purse seine nets in the eastern tropical Pacific Ocean. Driftnets: EarthTrust, an environmental NGO, calls driftnets the most destructive fishing technology ever devised by humankind. Driftnets are giant nylon nets that drift behind a boat. The nets have floats on top and may or may not have weights on the bottom, to keep the net hanging vertically in the water. Driftnets come in a variety of mesh sizes, depending on the target species, but they are a wall of death, killing everyone who gets caught in them. The United Nations banned driftnets over 2.5 kilometers long in 1991. Previously, driftnets up to 60 km long were in use and legal. According to EarthTrust, before the ban, driftnets killed over a hundred thousand dolphins and small cetaceans every year, along with millions of seabirds, tens of thousands of seals, thousands of sea turtles and great whales, and untold numbers of non-target fish. Pirate fisheries still use giant, illegal driftnets and will sometimes cut the nets loose to avoid getting caught, leaving these walls of death to continue drifting and killing indiscriminately for centuries to come. Although dolphin deaths from both methods has been greatly reduced, a 2005 study titled, Non-recovery of two spotted and spinner dolphin populations in the eastern tropical Pacific Ocean found that dolphin populations have been slow to recover. Can Tuna be Caught Without Harming Dolphins? Yes, a purse seine net can be made to release dolphins. After encircling both the tuna and dolphins, the boat can conduct a backdown operation in which a portion of the net is lowered enough for dolphins to escape. While this technique does save dolphins, it does not address other incidental catch issues, such as sharks and sea turtles. Another way to catch fish without harming dolphins is long line fishing. Long line fishing uses a fishing line that is typically 250-700 meters long, with several branches and hundreds or thousands of baited hooks. While longline fishing does not kill dolphins, the incidental catch includes sharks, sea turtles and seabirds like albatross. The Dolphin Protection Consumer Information Act In 1990, the U.S. Congress passed the Dolphin Protection Consumer Information Act, 16 U.S.C. 1385, which charges the National Oceanic and Atmospheric Administration (NOAA) with regulating dolphin-safe tuna claims. The dolphin-safe claim means that the tuna were not caught with drift nets, and that â€Å"no tuna were caught on the trip in which such tuna were harvested using a purse seine net intentionally deployed on or to encircle dolphins, and that no dolphins were killed or seriously injured in the sets in which the tuna were caught.† Not all tuna sold in the U.S. is dolphin-safe. To summarize: If the tuna were caught without driftnets and without chasing, encircling or killing dolphins, it can be sold in the US and is dolphin-safe.If the tuna were caught by chasing and encircling dolphins, but no dolphins were killed or seriously injured (and other requirements are met), the tuna can be sold in the U.S. but cannot be called dolphin-safe.If the tuna was caught by chasing and encircling dolphins, and dolphins were killed, it cannot be sold in the U.S. Of course, the above is a simplification of the law, which also requires tuna canners to file monthly reports and requires large tuna purse seine vessels must carry an observer. NOAA also conducts spot-checks to verify dolphin-safe claims. For more details on the NOAAs tuna tracking and verification program, click here. You can also read the full text of the Dolphin Protection Consumer Information Act here International Law International law also applies to the tuna/dolphin issue. In 1999, the United States signed the Agreement on the International Dolphin Conservation Program (AIDCP). The other signatories include Belize, Colombia, Costa Rica, Ecuador, El Salvador, European Union, Guatemala, Honduras, Mexico, Nicaragua, Panama, Peru, Vanuatu, and Venezuela. The AIDCP seeks to eliminate dolphin mortality in tuna fishing. Congress then amended the Marine Mammal Protection Act (MMPA) to effct the AIDCP in the United States. The AIDCP definition of dolphin-safe allows dolphins to be chased and encircled with nets, as long as dolphins are not killed or seriously injured. This definition differs from the U.S. definition, which does not permit the chasing or encircling of dolphins under the dolphin-safe label. According to the AIDCP, 93% of the sets made by chasing dolphins resulted in no deaths or serious injuries to dolphins. Challeges to the Dolphin-Safe Label Despite the dolphin-safe label being voluntary, and the fact that a fishery need not attain the dolphin-safe label in order to export tuna to the U.S., Mexico has twice challenged the U.S. dolphin-safe label as an unfair restriction on trade. In May of 2012, the World Trade Organization found that the current U.S. dolphin-safe label is inconsistent with the United States obligations under the Agreement on Technical Barriers to Trade. In September, 2012, the U.S. and Mexico agreed that the U.S. would bring its dolphin-safe label in line with the WTOs recommendations and rulings by July of 2013.   To some, this is yet another example of how environmental and animal protection are sacrificed in the name of free trade. Todd Tucker, research director for Public Citizen’s Global Trade Watch, states, â€Å"This latest ruling makes truth-in-labeling the latest casualty of so-called ‘trade’ pacts, which are more about pushing deregulation than actual trade . . . Members of Congress and the public will be very concerned that even voluntary standards can be deemed trade barriers.† Whats Wrong with Dolphin-Safe Tuna? The UK-based Ethical Consumer site calls the dolphin-safe label somewhat of a red herring for several reasons. First, the vast majority of canned tuna is skipjack tuna, not yellowfin tuna. Skipjack tuna do not swim with dolphins, so they are never caught using dolphins. Also, the site points out that, It has been estimated that saving one dolphin, by using (fish aggregating devices), costs 16,000 smaller or juvenile tuna, 380 mahimahi, 190 wahoo, 20 sharks and rays, 1200 triggerfish and other small fish, one marlin and ‘other’ animals. The very strong implication that dolphin-safe tuna is sustainable or more humane makes the label problematic. Some animal protection groups object to dolphin-safe tuna because of the impact on tuna. Tuna and other fish populations are threatened by overfishing and from an animal rights perspective, eating tuna hurts tuna. According to Sea Shepherd, bluefin tuna populations have fallen 85% since industrial fishing began, and current quotas are too high to be sustainable. Environmentalists and animal advocates were disappointed in 2010 when the parties to CITES refused to protect tuna. In September of 2012, conservation experts called for better protections for tuna. According to the International Union for Conservation of Nature, five of the worlds eight tuna species are threatened or nearly threatened. Amanda Nickson, Director of Global Tuna Conservation at the Pew Environment Group stated, There is sufficient science available to set precautionary limits . . . If we wait five, 10 years for the science to be perfect, in the case of some species we may not have anything left to manage. Aside from concerns about extinction and overfishing, fish are sentient beings. From an animal rights perspective, fish have a right to be free of human use and exploitation. Even if there were no danger of overfishing, each individual fish has certain inherent rights, just as dolphins, seabirds and sea turtles do. Buying dolphin-safe tuna recognizes the dolphins rights, but fails to recognize the tunas rights, which is why many animal protection groups do not support dolphin-safe tuna.

Criminal law Essay Example | Topics and Well Written Essays - 2500 words

Criminal law - Essay Example Hawthorne, as shall be seen. Discussing the Criminal Liability of Andrew Chances for Andrew’s criminal liability are very high. As previously stated, the Black Letter Law specifies the need to factor actus reus and mens rea when determining criminal liability. As touching, mens rea, Andrew clearly has a criminal liability, since his mental elements are voluntary, purposeful and in line with a criminal intent. Facts that support or evidence Andrew’s criminal intent are: him wanting to eliminate Sue (which leads to and is made manifest by); him hiring a hit man to murder Mrs. Sue; and him setting a ? 5,000 bounty on Sue’s head, as the hit man’s reward. The aforementioned elements immediately above are serious and interrelate with one another. The idea of Andrew having a mental intent of getting rid of his wife Mrs. Sue, so that he could remain with Beth (the lady he is having extra-marital relations with), becomes self-evident, when he plans Mrs. Sue’ s murder. This is further stressed when Andrew hires not just any murderer, but aseasoned hit man, John to fatally shoot Mrs. Sue. This shows Andrew’s commitment to arranging for Sue’s murder. Andrew’s intent to have Sue murdered is also evidenced by him supplying John with a gun, for the same purpose. Again, the same intent is made manifest in Andrew helping John identify Mrs. Sue, her car and where Mrs. Sue works. All these show that Andrew’s actions are previously thought. In a closely related wavelength, all actions that Andrew carries out readily and indisputably render him compos mentis. According to Dioso-Villa1, to argue otherwise in an attempt to render him non-compos mentis and to therefore insinuate that there can proceed, sustainable order from disorder. Andrew’s cognitive and mental orderliness is confirmed by the elaborate plan he crafted to have Mrs. Sue identified and eliminated. Again, this orderliness is confirmed by his attempts to keep the plan as discreet as possible. Even when he discovers that his son Tim has been mistakenly murdered in place of Mrs. Sue, he does not report the matter to law enforcement authorities. This shows that Andrew knew very well that his acts are criminal and thus preferred to steer clear of polices’ involvement. In another instance, Andrew’s mental intent to commit the crime of murder is confirmed by him driving himself up to their house, to kill Sue, by himself. It is clear that Andrew’s criminal intent is the very factor that made him to drive to their home. He does this after realising that his previous plan to murder Sue had fatefully backfired. He then willfully opens up an argument with Sue to provoke an argument, so that he can be enraged into murdering Sue. This plan becomes successful. In respect to the immediately foregoing, the previous planning by Andrew rules out any chances for considering Andrew’s murderous acts as second or/ and third degree. Moreover, Andrew’s act of repeatedly stabbing Mrs. Sue speaks of a mental criminal intent and rules out third or second degree murder.This is to mean that Andrew is certainly answerable for first degree murder. The converse is also true that Andrew also is responsible, based on his actions (actus rea).Indeed, Andrew performs actions that are criminal in nature, or before the law. Andrew hires the services of an experienced hit man (John), for the

CRITIQUE OF PROFESSIONAL READING JOURNAL Essay Example | Topics and Well Written Essays - 750 words

CRITIQUE OF PROFESSIONAL READING JOURNAL - Essay Example Her recent work has focused largely on similar issues such as the fundamental processes in learning to read English by Chinese students: both - children as well as adults, and learning to read Chinese by skilled English readers (online, 20101). Dr. Keiko Koda works as Professor of Japanese and Second Language Acquisition at the Univeristy of Illinois, and has extensive experience in the field of second langauge reading competence. Her recent works include a series of studies aimed at investigating the conjoint impacts of first language literacy and second language print exposure on the formation of reading sub-skills in typologically diverse second languages (Chinese, English, Korean, and Japanese). (online, 20102). Second language acquisition and development is a widely researched subject and has been used by various researchers to explore the nuances of language learning among second language learners. The topic discussed in the present article deals with diverse issues related to language acquisition, such as the word identification skills among different sets of college students having diverse linguistic backgrounds (Chinese and Korean) and enrolled in learning English as a second language. The main objective of the authors was to understand the language acquisition process employed by students belonging to diverse cultural backgrounds through exploring the similarities and differences between their methods of learning a common language. Such a study would pave way for further research and bring about major changes and improvements in the manner in which second language training is imparted and courses designed. For this purpose, a study was conducted on two distinct groups of college students all of whom were ESL students. They were tested by way of a naming experiment and an auditory category judgment task.

The role of race in drug prosecutions Essay Example | Topics and Well Written Essays - 7500 words

The role of race in drug prosecutions - Essay Example nd historical premises behind all the increasing tendency of South Asian men to be found in Britain’s prisons.The Paper concludes that given that it is true that the majority of offenders are Asian and are perceived as a threat to public order and drug prevention they should be understood for their relative economic and social conditions. This is particularly true for drug offences and acquisitive crime. The biases of the police and the ordinary public are accordingly reviewed with their reasons in this regard. Household crimes – For household offences, all members of the household can be regarded as victims, so the respondent answers on behalf of the whole household. The offence categories concerned are: bicycle theft; burglary; theft in a dwelling; other household theft; thefts of and from vehicles, and vandalism to household property and vehicles. Personal crimes – For personal offences, the respondent reports only on his/her experience to the BCS. This applies to the following offence categories: assault, sexual offences, robbery, theft from the person, and other personal theft. Information is also collected on threats. Sampling error – A sample is a small-scale representation of the population from which it is drawn. As such, the sample may produce estimates which differ from the figures which would have been obtained if the whole population had been interviewed. Statistical significance/Weighted data – Raw data from the survey is adjusted in various ways at the data processing stage to correct for imbalances introduced in sampling and by the design of the interview. The overall aim of this study is to provide an understanding of how violence and drug crime has been understood from the perspective of race particularly for South Asian offenders in England. Therefore this study will aspire to enhance current explanations, and explore connections between various forms of violence and race, with a view to aid prevention, reduction and eventual