Sunday, December 29, 2019

The Importance Of Disobeying The Law Can Never Be Justified

In the Crato, Plato seems to argue that disobeying the law can never be justified. I strongly disagree with this statement, while laws serve a purpose in maintaining stability, it is part of human nature to act on personal interest and some laws do not always favor one’s action regardless if it’s justifiable. If a law is preventing certain people or groups from achiveing their interest in survival, equality, and success, than it should be considered justifiable when disobeyed. The notion in forming a society is to preserve freedom and security, without these qualities, than society would be likely to fail. This is how revolutions began by starting with disobyeing the law, and if the outcome of such act benefits towards human progress, than†¦show more content†¦In addition, it is justifiable to disobey a law, one that is unjust. Martin Luther King Jr. describes the essence of his actions by relating it to the most important historical figures such as Socrates, Martin Luther, Jesus, and more. These are people in past events that disobeyed the law, one that they found to be unjust. The statement that Plato is claiming to be true, goes against the actions that these people have made, because they disobeyed the law. If this is in any way a true statemment, it will logically follow that their acts was unjust, therefore, the consequences that they faced is doing justice. I am allowed to deduce this information from the statement, since, it is ambigiuos and to promote justice is to demote injustice. Isn’t an act that improves human personality, a measure of justice. By restating the statement as its contraposivtive: A measure of injustice acts is to degrade human progress. We can see that this logically follows, thus, by disobeying a law can indeed serve justice. Not always but the unjust laws. We see this t hrough historical events, when Martin Luther King Jr. was sent to jail for protesting without a permit. He even accepted the idea of needing a permit to protest but when higher authorites refuses to negociate and ignore his actions, he was forced to take alternative actions that required to break the law. It is these laws thatShow MoreRelatedThe Prevailing Message Throughout Sophocles Antigone And King s Letter From Birmingham Jail1251 Words   |  6 Pagesthat civil disobedience serves the purpose of fighting and correcting injustice in situations where systemic breaks in adherence to natural law occurs. Injustice here as used here is not to be synonymous with things that are simply unlawful or unfair, but instead takes on a deeper and more specific definition pertaining to the natural moral codes that all laws, as argued by King and Antigone, ought to be based upon. It is by this definition that both Antigone and King find reasoning; that civil disobedienceRead MoreThe norms of a society and the way it functions can be reflected in its legal system. This notion600 Words   |  3 Pagessociety and the way it functions can be reflected in its legal system. This notion is significant to Hrafnkel’s Saga as it helps put the death of Einar into perspective. According to Professor Wen, the saga portrays a bloody and messy period of transition between a premodern honor culture and a modern system of law. The legal system of this era reflects a stark contrast from the laws and constitutions of today. In the narrative, Hrafnkel executes Einar for disobeying his orders to refrain from ridingRead MoreThe Truth Behind Political Thought944 Words   |  4 Pagesdemonstrates the importance of natural equality that the rule of law adheres to. Thus creates this inconsistency ,that civil disobedience is not justified because of society s accentuation on law and order. The understanding of law and civil disobedience illustrates itself in both readings of Sophocles Antigone and Plato s Apology which suggests that they give both similar views with the existing idea of different higher authority in mind. Because of the unresolved feud between the law and civil disobedienceRead MorePresident Of The United States1018 Words   |  5 PagesPresident of the United States, a position in government that requires man to be truthful, trustworthy, and proper. A position that is forbidden for wrong, and improper beings such as criminals or law-breakers. In this case however, a man by the name of Abraham Lincoln was given the position not suited for him, and he has misused it to its core. Lincoln denied Habeas Corpus which is one of the many important rights that people have when imprisoned. He has denied the first amendment rights set forthRead MoreAnalysis Of Antigone Actions Were Just 1254 Words   |  6 PagesHigh School Debate Speech: â€Å"Antigone’s Actions Were Just† While one can argue against the law of the gods and the laws of man, there is never a clear answer, as to which one is superior. In defense of her position, Antigones decision to bury her brother was justified because the laws of the gods, as well as respect for the deceased, triumph over the laws of the state. Morals are often independent and separate from human laws, but they should always be followed. Creon had no right to give an orderRead MoreAnalysis Of The Book The Of Socrates 1223 Words   |  5 Pagesthe bear or loin who have no knowledge. Now that we’ve taken a closer look at these definitions we can now shift our focus over to Crito’s argument. Crito’s first argument is not very convincing as it has primarily concerns itself with Crito’s own selfish concerns. He gives two basic reasons why Socrates should come with him and escape. One being that he’ll be deprived of a great friend who’ll never be replaced if they don’t leave there. And second being most people will think that Crito could haveRead MoreIs Civil Disobedience Enough?2173 Words   |  9 PagesHe claimed this was his necessary act of civil disobedience. However the passive nature of civil disobedience is no longer as effective in making change in comparison to more abrasive political demonstrations such as lobbying, and rioting. The importance of political action resonates strong within my own personal beliefs because I have been a first hand witness of these injustices. I have seen my latino family struggle and fight for equity within the system that does not even recognize their existenceRead MoreThe Immense Character Development in Antigone by Sophocles Essay examples1539 Words   |  7 Pagesfighting. Claiming that Polynices was a traitor, he shows complete refusal to grant Polynices a respectable and worthy service. Clearly disagreeing with Creon’s inexcusable demands, Antigone declares she will bury Polynices herself so that his soul can be at peace. Entirely aware of the consequences and dangers of this action, which include death, she goes forward vowing her love for her family. Antigone shows strength and determination towards her brother. However, her growing sense of pride leadsRead MoreThe Issue Of Sexual Practices1832 Words   |  8 Pageswidely - the conflict between these three inv ite debates about what kind of behaviour is correct. It was originally believed that the individual was made up of both the physical and spiritual side. The spiritual mind was regarded as having a higher importance than the physical element, as the existence of the body could be doubted but the mind and soul was â€Å"the essence† of the person, that is capable of belief, hope, thought and doubt. Sex was frowned upon and regarded as unholy as it drew attentionRead MoreEssay on Japanese Internment After Pearl Harbor2441 Words   |  10 Pagesand China reinforced this feeling that the Western world was facing what came to be known as â€Å"yellow peril†. This was reflected in the media, movies and in literature and journalism.4 Anti-Oriental public opinion gave way to several declarations and laws to restrict Japanese prosperity on American land. Despite the prejudice and ineligibility to obtain citizenship the Issei 5 stayed on. They worked hard, bettered their economic condition and raised their own families. The Japanes e prosperity was seen

Saturday, December 21, 2019

E Commerce The New World Of Mass Production - 1057 Words

Introduction Nowadays, there are thousand of thousand retailers shops around the world, which would like to use Internet futures and mobile applications to having more customers from different part of the world. Having online business or using any kind of IT applications to run a business on the Internet means E-commerce. This kind of business can include money transaction between suppliers and users or providing any sort of services to users. The advantages E-commerce are no papers using and it is totally green environment and most of the activities happening by e-mail, fax, and online payment. Moreover, not only suppliers are happy because of less cost of operation but also users are satisfy as well because e-commerce concept is base on using Internet to do business better and faster. In addition, online shopping allows customers to serving themselves. Joe Pine in his book Mass Customization argues that â€Å"companies need to shift from the old world of mass production where â€Å"standardiz ed products, homogeneous markets, and long product life and development cycles were the rule† to the new world where â€Å"variety and customization supplant standardized products.† (Pine, 1993). In this report we will discuss about Innovative IT applications in e-commerce and some examples from real businesses which using those new applications to make a good and strong relationship between loyal customers and business. Why IT application? Suppliers and users are the main core of eachShow MoreRelatedcustomer behaviour1489 Words   |  6 PagesAAP E-COM P 1st Introduction to E-Commerce What is Electronic Commerce? Commerce - The exchange of commodities, buying and selling, of products and services requiring transportation, from location to location is known as commerce. E-Commerce - From a communications perspective, e-commerce is the delivery of information, products/services or payments via telephone lines, Fax, computer networks or any other means. What is Electronic Commerce? From an online perspective, e-commerce providesRead MoreImportance Of E Commerce Infrastructure On Present Era And The Coming Generations1108 Words   |  5 Pages E-commerce Infrastructure Vijay Kumar Mayure California University of Management and Sciences â€Æ' Introduction E-commerce is abbreviated as electronic Commerce which deals with buying and selling the products through the networking applications such as Internet. The main purpose of this paper is to study about the importance of E-commerce Infrastructure in present era and the coming generations. Hardware, Software, and Networks are the basic varieties required for E-commerce InfrastructureRead MoreProcess Flow Supply Chain Management1528 Words   |  7 Pagesof Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 The Internet-based supply chain system for mass customized markets†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 The role of electronic data interchange (EDI) and the Internet in supply chain integration..†¦...5 Why do the mass customization of demands warrant a new business model†¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 The LEAP communication infrastructure, analyze how EDI integrates into the process flow...6 The necessity of a high degreeRead MoreThe Relationship Between Art And Commerce1420 Words   |  6 PagesThe relationship between art and commerce has always been subject of hot discussion. Many people look at creativity as a vehicle for economic interest, while others view it as pure dedication for personal creative needs. The world as we live in today sees the creative industry, including visual and performing arts, sound recording, book publishing, and movie making, a highly commercialized global enterprise. People constantly buy and sell art products in a highly active market. Although it is difficultRead MoreElectronic Commerce Electronic commerce (e-Commerce) describes the process of buying, selling,1200 Words   |  5 PagesElectronic Commerce Electronic commerce (e-Commerce) describes the process of buying, selling, transferring, or exchanging products, services, and/or information through computer networks, principally the Internet (Turban et al., 2004). 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The establishment of its Dongguan factory and its investment in advanced production technology had ensured a stable supply of products to its outlets and helped reduce transactionRead MoreExpanding into E-Commerce1421 Words   |  6 Pagesï » ¿Expanding into E-Commerce Off the Boardwalk and into the World Wide Web: A Four Point Analysis 1) The purpose of this section if to provide a SWOT analysis for a small, local clothing store on the New Jersey Boardwalk looking to transition into the online market place. Any boutique clothing store like the one provided has many strengths. The companys unique style helps differentiate it from its competitors. In addition, the company is small and flexible which enables it to employ differentRead MoreNike Marketing Plan Essay1675 Words   |  7 Pagesfactors affecting the firm along with various ways of addressing future challenges. This research paper highlights that Nike is confronted with multifarious issues which need to be negotiated amicably. Result of the study concludes that there is still a world waiting for the Nike to be exploited, outsmarting its competitors employing its innovative and creative business strategy. MINI BUSINESS / MARKETING PLAN Ââ€" NIKE, INC. COMPANY OVERVIEW In 1962, two individuals from the University ofRead MoreImproving The Changing Societal Norms Of Operations Management1184 Words   |  5 Pageschanging market and society) and in the process, adopted many new trends practices to serve the changing societal demands. Thus, understanding of Operations in yesteryears is essential to anticipate what beckons for it in the future. History of Operations The modern operations origin can be traced to the Industrial Revolution which began around 1770s in England. In its initial years only one person was responsible for production of goods from start to finish and systems were not very developed;Read MoreBenefits and Limitations of Ecommerce1028 Words   |  5 PagesBasic Benefits of eBusiness eCommerce o increase sales - this is the first thing that people consider when dealing w e-commerce o decreasing costs o increase profits o understanding that profits is not the same as sales o Expands the size of the market from regional to national or national to international o Contract the market o reach a narrow market o target market segmentation allows you to focus on a more

Friday, December 13, 2019

The Secret Circle The Hunt Chapter 13 Free Essays

Cassie was nodding off in eighth-period math to the drone of Mr. Zitofsky explaining the quadratic equation when she heard the unmistakable buzz of her phone vibrating in her bag. It was a text message from Diana: COME TO THE BAND ROOM. We will write a custom essay sample on The Secret Circle: The Hunt Chapter 13 or any similar topic only for you Order Now NOW. EMERGENCY MEETING. Cassie looked across the room at Melanie, who had clearly gotten the same text message. They exchanged a worried glace as Melanie started gathering her things. The Circle had spent the last week translating Black John’s book in bits and pieces from the pages Cassie had copied; maybe someone had stumbled onto something important. Cassie preferred that theory to the alternative: that something terrible had happened. But how would Cassie and Melanie escape from the classroom now without drawing suspicion? As if someone had read her mind, the fire alarm went off. Mr. Zitofsky took off his glasses and rose from his seat. â€Å"Okay, everyone,† he said. â€Å"You know the drill. Up and out, single file.† Another text, this time from Nick, confirmed Cassie’s suspicions: FALSE ALARM. YOU’RE WELCOME. BAND ROOM, NOW. Cassie fought the urge to grin as she and Melanie followed her classmates, soldierlike, out the door. The crowded hallways teeming with students striding toward the emergency exits made sneaking away to the band room easy. They let themselves in just as Chris asked, â€Å"What are we doing in here?† Then he picked up a French horn and blew into it with all his might. â€Å"It was the only empty room we could find that also happens to be soundproofed,† Deborah said. And then she looked at Cassie. â€Å"Glad you could make it.† Everyone from the Circle except Adam was already gathered in the dimly lit room the band kids called the Pit. But only Chris and Doug fiddled with the assorted brass instruments strewn about. Adam stepped in the door and Nick said, â€Å"That’s everyone. Now what’s going on?† Chris and Doug set down their clarinets and waited, along with the rest of the group, for Diana to say something. Cassie got the sense this announcement had nothing to do with the book. Diana had been trailing Max quite a bit, spending more and more time alone with him this past week, and Cassie had an awful feeling her announcement had something to do with him. Diana stepped to the center of the floor and stood in front of an empty music stand. â€Å"I have disheartening news,† she said. â€Å"We’re shocked,† Faye called out. â€Å"Do we ever have emergency good news meetings?† Deborah added. Diana took something out of her back pocket. â€Å"I found this today when I was going through Max’s bag.† Faye mumbled under her breath, â€Å"You’ve been spending enough time together, it’s about time you found something useful on him.† â€Å"Excuse me?† Diana said. â€Å"Do you have something you’d like to say to me?† Faye shook her head. â€Å"No. Nothing. Just wondering what you found.† Diana walked solemnly over to Suzan and Deborah. â€Å"It’s a picture,† she said. â€Å"Of the two of you.† Deborah took the photograph from Diana’s hand and stared at it. Suzan looked at it over her shoulder. Cassie watched Deborah’s face turn from pink, to red, to light purple. Then she crumpled the picture in her fist and threw it violently onto the floor. Cassie bent down to pick it up, smoothing it out to view its image. It was a photograph of Suzan and Deborah on the night of the Spring Fling. It looked like it had been taken from far away, maybe on a cell phone – it had a grainy surveillance look to it. It was from after the power had gone out, and it looked like Deborah and Suzan had used magic to light their way in the dark. But the most disturbing part was that over Suzan’s and Deborah’s faces, the photo was stamped with the mark of the hunter. Cassie turned the photo around so the whole Circle could see it. â€Å"Now almost half of us are marked,† she said. â€Å"How did this happen?† Melanie asked, examining the photograph. â€Å"This was taken the night of the dance. How did we not know about this until now?† Suzan nodded soberly. â€Å"We knew we’d been marked. We just †¦ we didn’t want to tell you all just yet. It was stupid of us.† â€Å"The secret is out now.† Deborah retreated to the corner. She pounded the wall with her fist, and Cassie worried that she might have punched right through the plaster. It was stupid of them – to use magic in the first place, and to not tell the Circle they’d been caught – but nobody had the heart to criticize them for their poor judgment. Not when they were facing far graver consequences. â€Å"This has gone way too far.† Adam stood up. â€Å"Two more members being marked means we have to take action.† â€Å"We’ve made some progress translating the book,† Laurel offered. â€Å"The pages we worked on yesterday could be the witch-hunter curse we’ve been looking for.† Diana shook her head. â€Å"But it’s a haphazard translation. It’s nowhere near ready yet.† â€Å"I’d say giving it a try is long overdue.† Faye went over to where Deborah was hovering in the corner and led her back to the group. â€Å"Let’s go get our revenge.† But Diana stood her ground in spite of the circumstances. â€Å"We don’t want to use dark magic we don’t understand. It’s too dangerous.† â€Å"Then it’s time we go after Scarlett.† Faye was growing frustrated. She leaned forward with her jaw set and her golden eyes gleaming. â€Å"She’s the only one who can help us understand dark magic.† Adam sensibly kept quiet on the matter this time, but Diana surprised everyone by speaking up. â€Å"I agree,† she said, and then she looked at Cassie regretfully. â€Å"It’s time.† â€Å"We’re not strong enough to overpower Scarlett, remember?† Melanie said. â€Å"Not even all of us put together.† Diana took a chance and put her arm around Cassie. â€Å"We’re strong enough if we get the Master Tools back.† Cassie raised her eyes just in time to see Adam smile. â€Å"Exactly,† he said. â€Å"With the Tools, we were strong enough to defeat Black John himself.† â€Å"Then I guess we have to find Scarlett,† Nick said. â€Å"But just to get the Tools back. That’s all we can risk right now.† Everyone seemed to be in agreement – even Nick. But all Cassie could think about was her mother telling her that if she had any chance of defeating Scarlett, the answers were in the book. Nothing seemed possible or realistic anymore without the secrets it contained. â€Å"Cassie,† Diana said, and only then did Cassie realize the whole group was watching her. â€Å"We need you with us on this.† Cassie looked at each of them. Diana appeared desperate but sincere. Deborah and Suzan were newly terrified. Faye was out for blood. Finally, Cassie rested her eyes on Adam. He appeared repentant and regretful for bringing Scarlett back to the forefront of their lives. But he was doing what he thought was best for her, and for their friends. That was plain to see. The whole Circle really believed they could do it. They thought they could triumph over evil without resorting to darkness. Cassie envied them, really. There was a time she had believed that was possible, too. But what could she say? They were her Circle, and she was obligated to go down with them, if that’s what they were going to do. â€Å"I’m with you,† she said. â€Å"Let’s go get our Tools back.† How to cite The Secret Circle: The Hunt Chapter 13, Essay examples

Thursday, December 5, 2019

Project Management Methodology Set of Methods

Question: Describe about the Report for Project Management Methodology of the Set of Methods . Answer: Methodology - definition Methodology is defined as a set of methods which are used to provide guidelines to carry out a particular task. There are a number of methodologies to manage the projects in an organization such as PMBOK, PRINCE2, Agile, Waterfall, SDLC and many more. These methodologies have extremely important significance in better organization of the project as these present a streamlined approach for all the activities during the project timeline. These methodologies also suggest measures to overcome the challenges during the project such as those related to budget issues, schedule overrun and other potential risks. Project Methodologies Waterfall methodology for project management comprises of defined stages for carrying out the same. The stages that are present in a Waterfall based approach include Initiation and Planning, Analysis, Design, Development, Implementation and Testing, Monitoring and Closure. The flow moves on to the next stage only when the one prior to it has been successfully completed. Agile project management methodology on the other hand is a value based approach that is incremental and iterative in nature. It is carried out in the several iterations or sprints and involves customer feedback throughout. Software Development Life Cycle (SDLC) also manages the project on the basis of a number of different models such was Waterfall, Prototyping and many other. Two of the most popular and widely used project management methodologies include Project Management Body of Knowledge (PMBOK) and Projects In Controlled Environment (PRINCE2).These two approaches define their own set of methods to manage the tasks in the project. These two methodologies are similar in nature in terms of the objective that they serve. These have been designed and defined in order to manage the projects with the required effort and to overcome the challenges that come up during the same. However, there are a number of key features that set these two wide apart from each other. PMBOK PRINCE2 Knowledge based methodology Process based methodology PMBOK mainly keeps the focus on the Project Manager and his/her responsibilities (Duncan, 2016). The role of every single resource is well defined and covered in PRINCE2 Project Manager is the prime resource who is held responsible for any activity that goes wrong in a project. The risks such as scope creeps, schedule overrun, technological changes, resource scarcity and many others are the responsibilities of the PM and are held accountable for the resolution of the same. The role of PM in case of PRINCE2 is more of a mediator between the board members or the senior officials and the team members. The cycle of reporting an issue flows from team members who report it to their respective Project Managers and the PM takes it forward to the senior management who discusses and come up with a resolution and the same flows back to the team via PM (Collet, 2016). Feasibility study is considered to be an important phase in PMBOK (Rankins, 2016). Feasibility study is not covered in this case Terminology and documentation varies between the two. For instance, project initiation phase includes Project Charter Document. Project initiation phase includes Project Brief document. Project life cycle and project methodology Project Life Cycle (PLC) comprises of well defined project stages right from the beginning till the end of the project. Stages such as initiation, planning, delivery and closure form an important part of PLC. PRINCE2 methodology and its methods are extremely close to the stages of PLC. It begins with the project initiation that determines the objectives and goals of the project along with the project brief and risks estimation. Planning, directing and controlling stages define the methods that need to be adapted for successful project management which finally leads to the project delivery and closure (www.advantagelearning.co.uk, 2016). PMBOK also adheres to the stages of PLC but has its own set of methods which are termed as phases. The first phase in PMBOK methodology is the initiation phase which includes the feasibility study of the project. Next comes the planning phase which includes scope definition, activity planning, stakeholder identification, resource allocation, budget estimation, schedule estimation and risk assessment. It is then followed by the execution phase which involves the activities that are related for the development of the project as per the requirements. There may be a number of challenges that may appear in this phase and the same are handled by the methods defined in PMBOK to manage the same. Next phase is the control phase. There may be a number of changes that may arise in terms of implementation and resource activities. These changes are managed and effectively controlled in this phase of PMBOK. The last in the list is the closure phase which marks the completion of the project. The two project management methodologies viz. PMBOK and PRINCE2 have their own benefits and cons. It depends upon a number of factors which marks the selection or preference of one of these methodologies for a particular project. These factors include project client, schedule for the project, requirements definition and likewise. References Advantagelearning.co.uk. (2016).PRINCE2 2009 Methodology: Principles, Themes and Processes | Advantage Learning. [online] Available at: https://www.advantagelearning.co.uk/prince2/what-is-prince2.html [Accessed 11 Aug. 2016]. Collet, B. (2016).Bruno Collet: Comparing PMBOK and Prince2 in 1000 words. [online] Brunocollet.com. Available at: https://www.brunocollet.com/2013/01/comparing-pmbok-and-prince2-in-1000.html [Accessed 11 Aug. 2016]. Duncan, W. (2013).A Guide to Project management Body of Knowledge. 1st ed. [ebook] USA, pp.22-24. Available at: https://www2.fiit.stuba.sk/~bielik/courses/msi-slov/reporty/pmbok.pdf [Accessed 11 Aug. 2016]. Rankins, G. (2009).Comparing PMBoK and PRINCE2 in 2009. 1st ed. [ebook] Australia, pp.22-26. Available at: https://goalgroup.com.au/SiteFiles/goalgroupcomau//C007_ComparingPMBoKAndPRINCE2In2009.pdf [Accessed 11 Aug. 2016].

Thursday, November 28, 2019

Baja Mining Boom of The 1870s

Baja Mining Boom of The 1870s Preface The Baja mining boom of the 1870’s is a subject that has not been extensively explored. Little has been written on this topic making literature work on the event limited consequently the event has appeared as if it never had any importance. It is for this reason that the subject was chosen for this paper. The writing of this paper relied on the limited available resources to discuss the history of the Baja mining boom as well as its impacts.Advertising We will write a custom research paper sample on Baja Mining Boom of The 1870’s specifically for you for only $16.05 $11/page Learn More Introduction Mining refers to the extraction of minerals from under the earth’s surface. Minerals such as gold, copper diamond among others are some of the most popular mined elements. In the process of mining, people explore the underground in search for these elements in a process that involves digging deep into the underground. This paper seeks to discuss the Baja mining boom that took place in the second half of the nineteenth century. The paper will look into its causes as well the effects that it had on people’s lives. Baja California mining boom of the 1870’s The history of mining in Baja stems from the wars that took place in Mexico in the middle of the nineteenth century. During this war, a gold rush phenomenon took place exposing foreigners to a possibility of precious minerals in the region. The local population were previously aware of the existing minerals but were rather not informed of the value that could be attributed to such minerals. The locals thus mined and used such minerals as gold in the same manner as they handled other minerals like quartz whose value is lowly considered. The war, through gold rush, then exposed the existence of the valued minerals to foreign states that were then attracted to the region for the exploration of the minerals. It is the arrival of foreign miners from count ries such as the United States among others that enlightened the local residents of the importance and economic value of such minerals as gold which were lying in their land unexploited. The initial mining exercise attracted miners from regions that included the United States among other countries. The relation between the mining and the Mexican war therefore establishes the history of the mining to have originated from about the middle of the nineteenth century. The culmination of the Mexican war in the year 1848 was almost immediately followed by the explorations. Foreign miners flooded the then discovered Baja mines and eventually led to the exhaustion of the mineral resources in these mines. Foreign miners then left the region as they had no more business in an already resource depleted land (Taylor 1).Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Discoveries into new mines we re later made and intense mining resumed in the southern regions of Baja. The mining and trade in the minerals led to the establishment of an economic centre along a route path that resulted from the mining and trade of minerals. The activities at the discovered mines greatly increased to an extent that military forces had to be deployed to the mining regions to protect the resources and the miners as well as control illegal trade that would characterize smuggling of the mined minerals to other countries’ black markets. The period of the years of 1870s and 1980s saw a tremendous increase in mining activities in the region that led to convergence of a population and establishment of a town in the region. The later discovery after the initial depletion of gold mines developed to a mining boom that was experienced in the years of 1870s and 1880s in the regions of Baja (Taylor 1). Causes of the Baja mining boom The development and later explosion into boom of mining activities in Baja was catalyzed by a number of factors. With the mining activity being traced to the earlier war of the mid nineteenth century, the particular war can be credited to the establishment, development and later explosion of the mining activity. It was during this war that the foreign community was exposed to the existence of gold resources in the region. Advances were then made as foreigners flooded the region to explore and mine the resources. This inflow of foreign miners into Baja had in itself a number of implications to the mining process in the region (Michael, William and Susan 1). The immigration brought in people who were experts in mining mineral resources and had international expertise on the area of mining. With vast experience from their countries and technical skills and knowledge in mining, the mining process in Baja was bound to positively respond to the sufficient and efficient labor supply that the region experienced. The increased number of miners in the region a lso reflected an increased quantity of minerals that could be obtained from the region’s mining. The inflow of foreign miners that increased the number of miners as well as improved technologies used in mining contributed to the increased output realized from Baja mines which later resulted in the region’s mining boom (Taylor 1).Advertising We will write a custom research paper sample on Baja Mining Boom of The 1870’s specifically for you for only $16.05 $11/page Learn More Even though Baja hosted a number of foreigners long before the nineteenth century, mining of gold into a considerable boom was not experienced until in the late years of the century. Europeans were for example in the region by the early years of the sixteenth century but they never explored the mining possibilities in Baja. One of the major factors into the development of mining in Baja which later culminated into a boom was the discovery of the minerals. The conside red boom was that of gold and other minerals in the region. The mining must have started as a small scale activity as the market and even the value of the minerals were not yet identified by the natives of the land who never took financial considerations over the minerals. The discovery of the minerals can be understood in a number of ways. First is the actual discovery of the existence of the minerals in Baja. This was however done by the natives long before the war that took place just before the middle of the nineteenth century. The native discovered and mined the resources though they did not attach much of economic value to the minerals. This fostered the conservation of the resources as there were no forces to drive the exploitation of the resources to depletion. The next element of the discovery of the minerals was the exposure of the international community to the vast mineral deposits that were in Baja (Baldwin 1). Following the war that took place in the region in the year 1848, foreign communities got to know of the existence of gold reserves in the region. This discovery by foreigners who also had knowledge of the economic value that minerals such as gold are attached to, fuelled the movement of people from other states and countries into the region of Baja in order to extract gold and earn money from the process. This further led to the discovery of the economic value of gold by the natives who had been illiterate concerning the matter. The knowledge of the existence of gold and other minerals together with economic value of gold and desire for money among the natives then drove them into the search for gold in the mines. Economic attachment being an incentive, miners concentrated in the benefits of their mass productivity yielding an outstanding gold mining in the region of Baja in the forth quarter of the nineteenth century resulting in the boom. Another factor that led to the mining boom in Baja in the late nineteenth century was the existence of foreign companies in the region by that time. These companies had established developments in the region, a fact that had attracted a considerable population into the region. This population, coupled with the influx of foreign miners into the area provided vast labor that was required for the full exploitation of the resources in the mines. The series of discoveries of different information that pertained to the minerals as well as the converged population of natives and foreigners in Baja were therefore significant causes of the boom in mining that was experienced in the region in the nineteenth century (Baldwin 1).Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Economic impacts of the boom The establishment and development of mining in Baja was in itself an economic activity. It was also coupled with a large number of other activities that had economic value. The establishment of mines in regions of Baja resulted in polled populations that led to formation of towns around the mines. These populations were majorly people who sort work at the mines in the search for gold and other minerals. The development of mining in the region therefore created employment opportunities for people and its further boom led to increased employment opportunities or even increased incomes of miners and other stake holders in the mining industry in the region. The mine together with its boom thus had the impact of economically benefiting the immediate population of Baja through direct employment. The boom which seemingly popularized mining in the region also led to a wide spread of mining activities in the region of Baja. It is reported that â€Å"by the end o f the nineteenth century, gold was mined from several places† (Minnich and Vizcaino 109) in the region of Baja. This means that the boom in mining that was experienced in Baja in the years of 1870s stimulated further exploration of mining opportunities in the region. As a result, the Baja boom is seen to have initiated further economic activities through further explorations into mining opportunities. With these expanded mining sites in terms of numbers of mines, the boom can be considered to have facilitated economic activities in the regions Baja. This also translated to increased employment opportunities and established increased incomes for miners (Minnich and Vizcaino 109). The expansion of mining that followed the boost also meant the expansion of complementary activities to mining. Processes associated with mining such as â€Å"smelting, running stamps, pumps and ore crushers† (Taylor 1) were also to be on the increase. All these processes were energy dependent a nd used wood as a source of that energy. The implication is that the demand for wood to be used as a source of fuel increased in Baja. There was therefore another induced economic activity that was then fuelled by the boost in mining. There were also therefore associated increased employment opportunities as more suppliers and harvesters were needed to meet the increased demand for wood by the mining industry (Taylor 1). There is a general trend that is always realized in the mining industry when it comes to the output level that can be obtained from a given area or territory. It also follows from principles of economics that an increase in supply of a commodity will have economic impacts to other elements that surround the subject commodity. The mining boom that was realized in Baja meant that the output level of minerals that were extracted from the region realized a significant increase in quantity. This increase in the level of production of minerals such as gold and copper amon g others had direct impacts on the entities or individuals that owned or controlled the mines, the people who worked in the mines as well as the entire region in which the mining boom was realized. Though the timing of the minerals might be different, the economic principles remain the same as pertains to the effects that such booms pose to the environment. Though mining booms are characterized by a number of negative side effects such as displacements, it also caries with itself a number of benefits to those who are directly involved in the mining activities. One of the positive effects of a mining boom is the increased amount of labor that is absorbed into the mines in order to extract the minerals. Increased discovery of more mines in Baja opened ways for more people to be employed in the new mines that were realized as well as absorbing more people in mines that proved to be richer in the minerals. Consequently, more employment opportunities were created for people in the event of increased capacity of mines. The increased number of employment opportunities coupled with increased income for miners then had an impact on the general economic status and living standard of the people who worked in the mines as well as their immediate dependants. The boom in the Baja region also had an impact on the territorial management of affairs as well as the region’s income. After the onset of the boom for example, military personnel were sent into the mining regions in order to protect the territory’s mining generated income from smuggling of the minerals into the neighboring countries. The government’s move to send its forces for the protection of the mining regions was an indicator of the government’s vested interest in the mineral resources that were being extracted from its territory (Taylor 1). The government’s interest in an economic activity is derived from the activity’s general impact on the territory’s overall po pulation. A boost in any economic activity such as the Baja mining always have general effects like increased income for people in general terms as a result of increased productivity levels. This is normally transmitted into increased level of expenditure. The general economy thus experiences a boost in terms of cash flow in the economy as well as the per capita income and expenditure (Rolfe et al. 142). Economic boosts were also derived from the revenues that government obtained from income earners in the mining industry. Increased income level for workers in the Baja mines implied that the government was entitled to increased taxes from these people, assuming the pay as you earn system of taxation model. The increased payments that were made by mining companies to workers, contractors or agencies in the mining sector were reflected in the government tax department (Rolfe et al. 142). As a result of the boom, the mining companies experienced increased output of minerals which was s imilarly reflected on the companies’ revenues. These increased revenues were then consequently reflected in the taxes that were collected by the government. The mining boom in Baja in the late nineteenth century was thus characterized with benefits that were experienced by individuals who engaged in the mining as well as the entire community of Baja (Rolfe et al. 143). Environmental impacts of the mining boom The establishment and expansion of mining in Baja that eventually culminated into the boom also had environmental effects on the region. The use of wood in the processes of mining and processing of the mined minerals was, for example, reflected on the region’s environment. The usage exerted more pressure on trees which were cut in order to provide wood for the mining processes. The rate of degradation of the environment must have thus increased with the increase in the level of mining in the region. This increased cutting of trees was therefore in the first place harmful to the environment. This practice of cutting of trees especially in a relatively large scale also has secondary effects apart from the direct destruction of trees. One of the secondary impacts of the cutting of trees is the disturbance that is caused to inhabitants of the forest based environments. Wild animals such as lions, giraffes, monkeys among others depend on the vegetation first as their source of shelter then as their source of food. Destruction of such vegetation in the name of sourcing for wood for mining processes therefore induced a threat to the survival of these animals. Extreme unsafe exposure of animals can have an effect on their existence. The cutting down of trees as a result of the mining boom also had the direct secondary impact of deforestation. The increased level of mining following the boom induced an increased rate of tree cutting in the region and its environment thereby causing an established level of deforestation. Consequently, impacts of defor estation such as reduced levels of rainfall and further exposure of soil to erosion were thus results of the mining boom. Drought and wind erosion were therefore bound to occur in the region as a consequence of the mining (Minnich and Vizcaino 109). Mining booms in any particular place also have a general impact of displacement from the exact mining region. Mining entails the physical exploration of land which is in most cases taken to the underground as further search for the mineral resources are made deeper into the earth’s underground. This implies an immediate total destruction of all features that existed on the ground surface of the region in which mining is to be undertaken. As a result, there would be complete removal of the ground cover as well as the displacement of human beings as well as animals that lived in the region prior to the commencement or expansion of mining as a result of a boom. This implies migration of people from their original homes in the mining areas to new habitats in search of shelter. Such displacements can be translated into congestion in other regions which would then mean poor living standards caused by overcrowded social amenities. Animals on the other hand can be endangered by such displacements if they fail to identify a suitable place in which their feeding and survival habits can adjust to. Also directly associated with the survival of human beings and animals is the destruction of the environment which is a source food to both human beings and animals. Such was the case as realized in Mongolia following a coal mining boom in the area. There were a lot of complains from people who were against the issue of expansion of mines on the grounds of the impacts that such expansion would cause to the people and their animals. About half of the population in Mongolia was reported to have been against the expansion of mines in the region following a mining boost. Displacement of people from their homes can have the impact of nomadic lifestyle especially to people who for one reason or another fail to settle after they are displaced by the boom in mining (Guardian 1). Conclusion Mining in regions of Baja started earlier than the mid nineteenth century. The war that took place at the time then exposed the existence of mineral resources to international community, some of whom had known the economic benefits that these minerals could yield. Consequently, miners infiltrated the region and discovery of mines led to the later boom. The boom however brought with it a number of both positive and negative effects. Baldwin, Margaret. Memories of early days in Baja California. San Diego History, n.d. Web. Guardian. Mongolia’s wilderness threatened by mining boom. Guardian, 2011. Web. Michael, Meyer, William, Sherman and Susan, Deeds. The Course of Mexican History. New York: Oxford University Press, 2011. Print. Minnich, Richard and Vizcaino, Ernesto. Land of chamise and pines: historical accounts and c urrent status of northern Baja Californias vegetation. California: University of California Press, 1998. Print. Rolfe et al. Lessons from the social and economic impacts of the mining boom in the Bowen Basin 2004-2005. Anzrsai, 2007. Web. Taylor, Lawrence. The mining boom in Baja California from 1850 to 1890 and the emergence of Tijuana as a border community. Jstor, 2001. Web.

Sunday, November 24, 2019

Computer Fraud essays

Computer Fraud essays Kashmir Controversy Lately, in the national news, Kashmir has been the hot topic. The intense religious, political, geographical, and economical debates have been heard all over the world, and yet, there has been no conclusion to this war between Pakistan and India. As an Indian myself, it is almost impossible to be unbiased in any kind of analysis of the subject, so I will not attempt to be impartial, but yet present the story as how I, first of all see it, secondly, researched it, and thirdly, believe it. There is a truth behind the Kashmir story, and the Indians and the Pakistanis must understand it. There are real people involved in this governmental affair, and being such an affair, one must realize that it is time to stop the killing and resolve this century-old war between the Muslims and the Hindus. Kashmir was once a tourists paradise. The land has been known for centuries as the greenest and most temperate spot in the Himalayas. A land so beautiful, one could not even pict ure it in their dreams. Clear blue lakes reflects the snow-capped mountains, and lush forests of fir, pine, and spruce lining the rivers. The land was once the summer vacation spot for the British raj as well as the wealthy Indians who wanted to escape the heat of the intense summers of India. However beautiful Kashmir is, the land is valued more than for it natural beauty. The land is a path through the Himalayas to the entire subcontinent. From Kashmir, the rivers Indus, Chenab, and Jhelum flow. These rivers are the primary sources of water for Pakistanis. The land provides for a spy camera on the nearby powerful countries of China, Afghanistan, and the Soviet republic of Tajikistan. The "Kashmir problem" dates back to 1947 and the partition of India and Pakistan. Maharaja Hari Singh, the hereditary ruler of Kashmir, stalled for several months over the decision as to which nation Kashmir would join. Singh, a Hindu ruling a majority-Muslim population...

Thursday, November 21, 2019

E-Marketing Review for Easy Jet Essay Example | Topics and Well Written Essays - 5000 words

E-Marketing Review for Easy Jet - Essay Example By the year 1999, the airline grew to be the fifth biggest airline in the US in context of the total number of domestic passengers it flied. Not only the airline grew in size but it also managed to be profitable for the entire period of thirty odd years when many well established large airlines like the USAir or the Continental were making losses. This established the fact that there is room for low cost no frills airlines like Southwest and if operated judiciously, the model could offer good revenue and profit. In Europe the initiator of low cost model of airlines was Ryanair, an Irish company, which incidentally when launched in 1985 was offering traditional airlines services but at a comparatively lower price. Though Raynair’s low prices pushed big competitors like British Airways to reduce their prices, yet Ryanair itself was unable to make any profit till 1991. But during this period the management gave a visit to Southwest’s Texas operations and came back decided to introduce the no frill low cost structure in their airline also. This resulted in profit in 1992 and since then Ryanair has become a marquee name in this industry. (Doganis R., 2006). In the year 1995 EasyJet was founded by Haji Ioannou based on the same philosophy of low cost and no frills, in footsteps of Ryanair and Southwest airlines. EasyJet has setup its base at Luton airport which is a secondary one, to cut operational costs and beat congestion and maximize turnaround time. The airline has been successful in implementing the low cost model and has become the 2nd largest airline in the low cost arena, just after its main competitor Ryanair in Europe (Rothwell S., October 2008). At the initial stages during 1995 EasyJet operated with two Boeing 737-200 aircrafts which were leased and contract pilots and other staff. Financials: EasyJet had revenue of  £1797.2 million in 2007 with corresponding profit of  £ 152.3 million. In 2008 EasyJet had much

Wednesday, November 20, 2019

Economic relations between South Korea and China Essay

Economic relations between South Korea and China - Essay Example It seemed like China would never catch up with the Western developed countries economically, but after the 1978 reform period, Deng Xiaoping, a hero of China, focused on market-oriented economic development and by the year 2000, output had quadrupled. The relations between Korea and China had ceased during The Cold War, but the reestablishment in 1992 of formal diplomatic relations between the two countries, the same led spurred a surprisingly rapid growth of bilateral economic exchanges. Before the establishment of official diplomatic relations, the bilateral trade volume between the two countries was not significant. However, since official diplomatic relations were established, trade relations between the two countries have changed dramatically. Trade volumes have increased explosively, except for a temporary lag in the year 1998 when the Korean economy faced serious problems in the aftermath of the Asian financial crisis. Since then, the two countries have maintained relations of significant economic interdependence. From this data, it appears that Korea’s trade with China has increased since the year 1992. In the 1992-2003 time frame, exports of Korean goods to China increased at an annual rate of 26.5 percent, while Korea’s imports of Chinese goods increased at an annual rate of 17.5 percent. 1 The share of exports to China out of Korea’s total exports rose from 3.46 percent in 1992 to 18.11 percent by 2003; the share of imports of China rose from 4.56 percent of Korea’s total imports to 12.25 percent by 2003.2 In 2001, China became Korea’s second-largest export destination, overtaking Japan. The reasons for such successful bilateral economic exchanges are economically complementary structures, geographic proximity and cultural familiarity. 3 The recent brisk exports from Korea to China are due, at least partially, to the fact that the Chinese economy, because of China’s entry into the World Trade Organization (WTO), is

Monday, November 18, 2019

The Internal Chaos Research Paper Example | Topics and Well Written Essays - 3500 words

The Internal Chaos - Research Paper Example The workings of the military and the government are to protect the nation from outside attack, secure the places for a life with freedom, and give the ignorance on who are on the right and wrong sides in wars. The real safety will not be achieved fully through sending military volunteers abroad and making treaties with other governments. The real peace and war avoidance lies in the hands of the individuals without relying to the governmental efforts.1 Objective of the Study For the purpose of the study, the focus would be on the American Civil War and the Ku Klux Klan as the history recorded evidences regarding both the event and the group itself. Several discriminations existed as conflicts arose during the Civil War and thorough understanding on the history of both the war and the group would be compared as they coexisted and affected the lives of people in America. Background Information Throughout the history of United States of America, the American Civil War was considered the most expensive war recorded on history of the nation. The battles separated the nation into half and the country received 600,000 deaths and 1,000,000 casualties. The winners were just the few who survived the series of armed fights. The survival of the fittest was inevitable in the Civil War. The devastating effects did not only happen in USA but also felt in the neighboring countries. The war happened as efforts were made to abolish slavery.2 The war started during the time of Abraham Lincoln on April 12, 1861 as the military and the Confederates had an encounter battle in South Carolina. In response to the first encounter battle, Lincoln made a volunteer army to free people... This essay discusses the American Civil War as the most expensive war recorded on history of the nation. The battles separated the nation into half and the country received 600,000 deaths and 1,000,000 casualties. The winners were just the few who survived the series of armed fights. The survival of the fittest was inevitable in the Civil War. The devastating effects did not only happen in USA but also felt in the neighboring countries. The war happened as efforts were made to abolish slavery. The war started during the time of Abraham Lincoln on April 12, 1861 as the military and the Confederates had an encounter battle in South Carolina. In response to the first encounter battle, Lincoln made a volunteer army to free people from slavery. Both the government and the Confederated created their own armies as the war progressed. During the battle in Maryland, the Confederates were defeated at the so-called Battle of Antietam dated September 1862. After such war, the Emancipation Procla mation was released that officially designated slavery as the main war objective. The causes of the civil war were the following: sectionalism, slavery, rights of States, slave power, nationalism, and battle of Fort Sumter and election of Lincoln. The North and South of USA had differences in social structure, culture and economies that caused the civil war to sprout. The differences happened as the North focused on progressive and modernized farms as the South continued to rely on slavery. The removal of slavery caused a great deal of fear in the South as slave revolts. In that case, the government made movements in stopping the spread of slavery.

Friday, November 15, 2019

Defining Rural Literacies

Defining Rural Literacies The term rural literacies can conjure up a variety of images-that of a young woman teaching students of mixed ages and grades in the one-room schoolhouse, a farm wife mending socks or preparing meals by the fireside, the farmer working in bucolic fields, or the racism and bigotry of small-town rednecks. Many of the images rural literacies bring to mind, positive and negative, are based on established stereotypes and inaccuracies about rural people and what counts as literacy or a misguided understanding of the sameness of rural populations (Donehower, Hogg, Schell, 2007, 2012; Green Corbett, 2015). Understanding how rural literacies are defined and operationalized can offer an avenue for getting beyond stereotypical thinking about rural places and reconstructing new rural literacies to confront global change. There is lack of scholarly work around rural education and literacy studies (Brooke, 2003; Donehower, Hogg, Schell, 2007, 2012; Green Corbett, 2015). In fact, researchers have long wrestled with whether examining education through a rural lens is of value (Biddle Azano, 2016). Modern literacy research is often skewed towards urban or suburban sites and participants (Donehower, Hogg, Schell, 2007), and education policy largely reflects an urban or suburban bias where reformers and policy makers wrongly assume that what works in these places will work for rural schools as well (). Many rural researchers are calling for an increased focus on the rural context of literacy studies (Azano, 2015; Donehower, Hogg, Schell, 2007, 2012; Edmondson, 2003; Green Corbett, 2015). Donehower, Hogg, and Schell (2007) state, rural literacies are not something for only rural people to pay attention to; rural should not be seen in opposition to urban but as part of a complex global economic and soci al network (p. xi). They go on to suggest that in order to understand the connection of rural, urban, and suburban areas, we must examine rural lives and literacies and challenge the commonplace assumptions about rural people and rural places that deem them lacking in opportunities for literacy work and community engagement (Donehower, Hogg, Schell, 2007, p. xi). At this moment in history, scholarly insight into the role and significance of literacy practice in rural societies may be more important than ever. The incipient story of rural America in the 21st Century is one of change, challenge, promise, and uncertainty. Multiple elements, including environmental, economic, and political factors, contribute to this story. Globalization and technological advancements have transformed industries that traditionally characterize rural places (Edmondson, 2003; Green Corbett, 2015; Schafft Jackson, 2010) while simultaneously changing rural peoples connection to a global world (Bonanno Constance, 2003). Environmental factors, including fracking, strip mining, clear cutting, unsustainable hunting and fishing practices, and corporate farming, further alter rural landscapes (Tieken, 2014). Population demographics are shifting as well, with 80% of nonmetropolitan growth between 2000 and 2010 resulting from an influx of racial and ethnic minorities (Johnson, 2012). The proportion of white rural residents is dropping while the Hispanic population rises (Tieken, 2014). Outmigration experienced in some rural communities as young people leave to seek perceived economic and social benefits (Carr Kefalas, 2009; Corbett, 2007) and influx of baby boomer retirees (Cromartie Nelson, 2009) further contributes to a changed rural America. The question of how rural literacies are defined and operationalized in a globalized world is the focus of this paper. Green and Corbett (2015) explain, Rural literacies are multiple, mutable, and mobile, and ever relational. They inevitably float in a global sea (p. 12); yet little attention to date has been given to the distinctive features of literacy in rural contexts. The phrase rural literacies is, however, used in rural research (Donehower, Hogg, Schell, 2007, 2012; Edmondson, 2003; Eppley Corrbett, 2012; Green Corbett, 2015; Pyles, 2016; Sohn, 2006), but answers to questions of what the term means, how to go about researching rural literacies, and whether there is an actual relationship between literacy studies and rural education are ambiguous. The purpose of this paper is to synthesize literature on rural literacies in an attempt to offer a description of how rural literacies are defined and operationalized and what role, if any, they play in literacy instruction. I will describe the theoretical framework for rural literacies studies, the difficulties in defining rural literacies, and endeavor to synthesize proposed definitions of rural literacies. Conceptual Framework for Rural Literacies Guiding an understanding of the meanings of rural literacies are three strands of thinking: place-conscious pedagogy, New Literacy Studies, and rural studies. Place-Conscious Pedagogy While educators tend to understand the importance of context for learning, practices of standardization deemed more fair and equalizing have typically been more valued in schools. Schafft and Jackson (2010) explain that standardization is a code for the erasure of difference and assimilation to a norm often set by the standards of urban, middle class life. Federal mandates ignore the rural context and define for rural communities the literate practices needed to succeed. Donehower, Hogg, and Schell (2007) state that standardization movements take away the decision-making power of local communities for their schools. They write that national standardization movements, remove from local schools the possibility to define what constitutes literacy and how literacy should be valued in ways that could best integrate literacy practices into the needs and life of the local community (Donehower, Hogg, Schell, 2007, p. 26). At the root of place-conscious pedagogy, however, is the idea that th e most powerful forms of learning provide relevance by engaging students in issues of importance in their local communities (Green Corbett, 2015). Place-conscious pedagogy is an approach intended to ground learning in local phenomenon and students lived experiences (Smith, 2002, p. 586). Woodhouse and Knapp (2000) identified five characteristics of place-conscious learning: 1) learning emerges from characteristics of place, 2) learning is multidisciplinary, 3) learning is experiential, 4) learning connects place with individuals and their communities, and 5) learning is designed to educate, and potentially offer solutions to, problems in their communities. Place-conscious pedagogy in relation to rural literacies allows for a valuing of rural literacies that simultaneously foster a deep connection to place and identify those aspects that may require action for local sustainability. Considering rural literacies with regard to place-conscious pedagogy allows for viewing rural literacies with an eye towards sustainability and relevance rather than seeing rural literacies from a deficit perspective. For more than a century, the common public perception regarding rural literacy was one of lack-rural people lacked the same mental fortitude and valued education less than their urban and suburban counterparts (Donehower, Hogg, Schell, 2007, 2012; Schafft Jackson, 2010; Tieken, 2014). Considering how the rural is depicted in literature and the literacies used in place in rural communities helps to define and understand various rural literacies. New Literacy Studies The New Literacy Studies viewed literacy as not just a cognitive act, but a sociocultural one as well (Gee, 2010b). People learn a given way of reading and writing by participating in the distinct practices of a social or cultural group. Two main premises underlie the New Literacy Studies. First is the understanding that literacy has changed from that of the past and will continue to change in the future. These changes happen because of social, cultural, and technological changes meaning that literacy is always situated in a context. Second, understanding how people use literacies in their everyday life can provide insight into how to improve formal literacy learning in school (Gee, 2004). The New Literacy Studies position literacy as a social act and examine how people use situated literacy skills in practicing multiple forms of literacy (Gee, 2010b). Literacy as a social practice means that what counts as literacy is expanded to include reading, writing, speaking, and listening and is not limited to printed text on a page. The ways literacies are read and written by the individual are guided by the values of their social or cultural group (Gee, 2010a). The New Literacy Studies, then, offer a guide for studying rural literacies by examining the ways rural people participate in social and cultural groups. Gee (2010a) writes, follow the social, cultural, institutional, and historical organization of people (whatever you call them) first and then see how literacy is taken up and used in these organizations, along with action, interaction, values, and tools and technologies (p. 5). The sustainability of rural life requires a variety of literate behaviors from rural resid ents revolving around how to make decisions about growth and change in rural communities (Collins Blot, 2003), and examining these literacies can guide educators in understanding to what extent the texts produced in rural settings are representative of rural cultures. Rural as a Field of Study Rurality as a field of study has been debated throughout United States history, and a recent literature review of the rural school problem by Biddle and Azano (2016) documents, in part, the evolution of thinking around rurality as a field of study. These authors found that researchers, educators, and reformers have fluctuated in their focus on rurality as a field of study over the past 100 years. Green and Corbett (2015) argue for the current imperative for rural studies, writing, The question of (dis)advantage is crucial here. Thinking through the relations between space and equity, education and poverty, literacy and social justice, is clearly a matter of some urgency. Addressing the rural in these terms is crucial (p. 5). Rurality is often characterized as the other, different from the norm. This characterization stems from a long history of stereotyping and stigmatizing of rural peoples. Beginning in the 19th Century, publications spoke of the backwardness of rural life and people while advocating for the sophistication of city life (Theobold Wood, 2010). This idea of rural people as lacking education and sophistication continues to be seen in modern television shows like My Big Fat Redneck Wedding or My Name is Earl. Recognizing the complexity of rurality, confronting and critically examining stereotypes, and conceptualizing rural literacies in a globalized world is important for the sustainability of rural places and for rurality as a field of study. Difficulties in Defining Rural Literacies Donehower, Hogg, and Schell (2007) explain that, in their attempts to define rural literacies for their book of the same name, they could not find a specific definition in literacy research. Part of the difficulty in defining rural literacies arises from the complex, differing, and broad definitions of their component parts. Because the words rural and literacy are loaded terms with multiple definitions offered, it becomes challenging to concretely define rural literacies. The following sections describe the complications in defining the terms rural and literacy and thereby the difficulty in defining rural literacies. Defining Rural Many people can offer definitions for the term rural; however, these definitions are usually vague and varied from person to person. The U.S. Department of Agriculture (USDA) acknowledges this incongruity, stating, For some, rural is a state of mind. For others, rural is an objective quantitative measure. (Reynnells, 2016, para. 1). Quantitatively, rural is defined by what it is not-namely, anything that is not urban or suburban is rural. The United States General Accounting Office Fact Sheet for Congressional Requesters (1993) states, Metro/urban areas can be defined using several criteria. Once this is done, nonmetro/rural is then defined by exclusion any area that is not metro/urban is nonmetro/rural (para. 1). In general, rural is determined quantitatively by using population numbers and/or analysis of amount of open countryside (Reynnells, 2016). The most common Federal definitions of rural come from the Department of Commerces Bureau on the Census, the White Houses Office of B udget and Management, and the USDAs Economic Research Service. In choosing a particular definition, the USDA advises selecting based on the purpose of the activity on which the definition is based (Reynnells, 2016). Donehower, Hogg, and Schell (2012) suggest that these demographic methods of defining rural as anything not urban lead to the homogenization of rural people as the other while elevating urban and suburban to the norm. It is a mistake to regard rural America as homogeneous as the myth of rural homogeneity masks underlying diversity among the people who have historically lived in the American countryside (Davis Marema, 2008, para. 9). While many people may think of rural America as made up of primarily white, working and middle class individuals, the proportion of white rural residents is decreasing while minority populations, particularly the Hispanic population, are growing (Housing Assistance Council, 2012). Definitions of rurality should acknowledge the complexity and diversity of rural populations. Rural can also be understood as a way of identifying oneself or a group. People may identify themselves or others as rural regardless of their current location. In other words, someone can live outside of a rural area and still identify themselves as rural. Howley (2009) relates that it is the meanings associated with rural life and community, not geography or demographics, that qualifies rurality. It is, therefore, important to define rural not only geographically and demographically, but culturally as well (Donehower, Hogg, Schell, 2007, 2012; Tieken, 2014). Defining Literacy Like the term rural, the term literacy also conjures up a variety of definitions from the basic, functional skills required for reading and writing to knowledge in a specified area, i.e. digital literacy or country music literacy. The literacy valued in todays schools is typically constrained to a back to basics mentality advocating systematic reading instruction (Edmondson, 2006). Cook-Gumperz (1986) suggests that a standardized notion of literacy tied to schooling leads to a belief that what counts as literacy is that which can be assessed, measured, and compared to the norm. This version of standardized, systematic literacy, it is argued, ignores the context in which literacy occurs. Others argue for broader definitions of literacy which encompass more than grapho-phonic relationships and traditional texts (Cope and Kalantzis, 2009; Gee, 2004; Lankshear and Knobel, 2007; New London Group, 1996). Green and Corbett (2013) suggest that a range in what constitutes literacy is to be we lcomed as it conjures up possibilities for new realizations and articulations of literacy, rurality, and education and helps in rethinking the [] literacy practices of the school, and thereby in enriching both praxis and inquiry (p. 4). Defining Rural Literacies The broad and differing definitions of the terms rural and literacy help to explain the difficulty in defining rural literacies. Any definition of rural literacies should elucidate the role and significance of literacy practices for (and perhaps unique to) rural communities while also acknowledging the diversity of different ruralities and the complex nature of a globalized society. Donehower, Hogg, and Schell (2007) propose a definition for rural literacies that takes into account the rural context and has as its goal the sustainability of rural areas when they define rural literacies as the particular kinds of literate skills needed to achieve the goal of sustaining life in rural areas (p. 4). Their concept of sustainability stems from the 1987 World Commission on Environment and Development definition, which defined sustainability as the ability to meet the needs of the present without compromising the ability of future generations to meet their own needs (Donehower, Hogg, Schell , 2007, p. 4). This definition has guided how rural literacies have been operationalized, which will be discussed next. Conceptualizations of Rural Literacies In reviewing literature on rural literacies, it became evident that no fixed qualities exemplify rural literacies. In part, this is because the diversity and breadth of rural areas precludes a concrete definition. The particular literacy practices valued in one rural area may not be those valued in another area. Three broad conceptualizations of rural literacies, however, have been offered by scholars (Donehower, Hogg, Schell, 2007; Edmondson, 2003; Eppley, 2013). Although scholars have not referred to these conceptualizations by the same terms, they can be synthesized under the categories: traditional rural literacies, neoliberal or modern rural literacies, and new or postmodern rural literacies (Donehower, Hogg, Schell, 2007; Edmondson, 2003; Eppley, 2013). Traditional Rural Literacies Both Edmondson (2003) and Eppely (2010) refer to their first category of rural literacies as traditional literacies. Traditional rural literacies reflect a nostalgia for the past that is read in opposition to the conditions of todays modern life. Often idealized, traditional rural literacies envision a simpler, more moral life strongly connected to place and attached to the land (Edmondson, 2003). These literacies advocate a return to so-called glory days as a way to solve the problems of modern rural life. Dominant traditional rural literacies are based on the ideal of the family farm- rural families making their living off the land and stoic farmers characterized by a belief in taking care of their own (Donehower, Hogg, Schell, 2007, Edmondson, 2003; Eppely, 2013). In traditional literacies, the farm and its land are symbolic of the very best way to be American; yet this dominant understanding of traditional rural literacies is misguided and ignores the fact that not all tradition al rural literacies are agrarian (Eppely, 2013, p. 81). In fact, small farms have been radically changed due to globalization. Of the 60 million people who reside in rural areas, less than 2% earn their primary living through farming (USDA, 2012); yet, for many people, the ideal of the farm still exemplifies rural America. Preservation of rural culture is typically offered as the solution to modern rural problems by those who envision rural literacies as primarily traditional. Preservationists recognize rural culture as something apart from urban life and see the need to preserve its difference (Shapiro, 1978). In schools, oral history projects and other preservation projects which isolate the particularities of rurality are often used as a way to educate students concerning traditional rural literacies and as a way to preserve the past (Donehower, Hogg, Schell, 2007). While these types of projects which educate students about traditional rural literacies can be beneficial, Donehower, Hogg, and Schell (2007) caution teaching traditional literacies with an eye only toward preservation. They write, We must interrogate the source of our desires to preserve rural places and be ever-conscious of the danger that lies in preservationist models that seek to make of rural places a monolithic symbol of a collective American heritage for those who live in urban and suburban areas, rather than vital and diverse communities that can adapt to economic and demographic shifts. Preservationist projects that seek to turn rural communities into museums essentially ensure that those communities cease to exist, as no one actually lives in a museum. (p. 44) Giroux (2004) advocates using public memory not as a museum to cultural perfection but as an opportunity to critique and debate the complexities of that memory. Modern or Neoliberal Rural Literacies Another way to conceptualize rural literacies is what Edmondson (2003) terms neoliberal rural literacies and Eppely (2010) describes as modern rural literacies. Modern/Neoliberal literacies see a rural way of life as ill-equipped to meet the needs of people in a global economy (Edmondson, 2003; Eppely, 2010). Mass production, efficiency, and neoliberal principles should characterize rural life where rural communities are seen as vehicles for reducing production costs. Agribusiness, free market logic, and capitalism are king while literacy is reduced to a generalizable set of practical skills necessary for economic participation as employee or consumer (Eppely, 2010, p. 85). Neoliberalism/modernism, then, insinuates that education for life in place is not sufficient for rural students, and the solution to the inadequacy of rural communities is to modernize rural education (Edmondson, 2003; Shapiro, 1978). Local literacies are disregarded in the face of standardization, and the purpose of public education is narrowed to ensure American economic success in a global economy (Eppely, 2010). Shafft and Jackson (2015) write, public education serves the economic imperative of capitalism by severing attachment to place and producing mobile, adaptable youth flexibly responsive to changing labor market conditions (p. 2). Green (2013) writes that the idea that location plays no part in the delivery of instruction leads to contemporary arguments that introducing new digital technology into schooling overcomes many of the difficulties and disadvantages of rural education (p. 20). Technology is seen as a way to solve many of the inadequacies of rural schools despite s trong assertions that place matters. Standardization removes from local school systems the ability to define what constitutes as literacy for their communities, and neoliberal/modern interpretations of rural literacies do not allow the opportunity for local places to determine how rural literacies can best be enacted to sustain local communities. New or Postmodern Rural Literacies The inadequacies of traditional and modern or neoliberal rural literacies in encapsulating contemporary rural literacies necessitates a third conceptualization of rural literacies in a globalized world. A new conceptualization, termed new (Edmondson, 2003) or postmodern (Eppely, 2010) rural literacies, has been suggested that proposes ways of understanding literacy as a resource for democratic citizenship that shapes the potential for rural communities to experience the economic prosperity, environmental protection, and social equity desired to make rural communities sustainable places (Donehower, Hogg, Schell, 2007, p. 12). The key to this conceptualization is the idea of sustaining rural places rather than preserving an ideal rural culture or modernizing rural places so they resemble urban and suburban areas. An important understanding of sustainability is that economic systems are interlinked-the consumer practices of urban and suburban people affect rural communities (Donehower, Hogg, Schell, 2007). Postmodern rural literacy practices enable people to critically examine their communities, including taken for granted truths about rural people and life, and communicate with others both their potential and limitations (Eppely, 2010). Postmodern rural literacies also allow for critique of modern assumptions that new is always better (Edmondson, 2003). Rural literacies become a tool for citizens to deconstruct and critique their own literacy practices to determine how they want to live together. Donehower, Hogg, and Schell (2007) write, rural people can and do make conscious, informed choices among different alternatives for practicing and valuing reading and writing, acknowledging literacys important functions in navigating the complex economic and social realities of rural life (p. 68). Defining and understanding new or postmodern rural literacies is essential in shaping relationships both inside rural communities and with the outside world. This conceptualization acknowledges multiple forms of rural literacies and encourages Add more here about Prairie Town identification among rural, urban, and suburban citizens. In Prairie Town, Edmondson (2003) advocate for a critical public pedagogy that questions and renegotiates the relationships among rural, urban, and suburban people in order to sustain rural communities (__). Instead of placing rural, suburban, and urban communities in opposition to one another, new rural literacies enable examining the ways literate practices can connect communities and ensure a sustainable future for everyone (Donehower, Hogg, Schell, 2007). Conclusion It is a myth that rural literacies are based solely on traditional models of literacy. Examining the literature on rural literacies shows the complexity of literate practices in rural communities that reflect a mixture of traditional, modern or neoliberal, and postmodern or new rural literacies. Rurality is not defined by images of a one-room schoolhouse, a farm wife mending socks, a farmer working in bucolic fields, or an uneducated hillbilly. The realities of rural literacies are that they are complex, multiple, and evolving in relation to a globalized world. As Donehower, Hogg, and Schell (2007) conclude, the phrase rural literacies should suggest reading and writing as social action that supports and sustains diverse communities trying to cope with complex, often interlinked economic, social, cultural, and environmental issues (p. 193). Rural literacies research that addresses these issues and contributes in the ability of rural communities to address these issues is essential. References Azano, A.P. (2015). Addressing the rural context in literacies research. Journal of Adolescent and Adult Literacy, 59(3), 267-269. Biddle, C., Azano, A.P. (2016). Constructing and reconstructing the rural school problem: A century of rural education research. Review of Research in Education, 40, 298-325. Bonanno, A., Constance, D.H. (2003). The global/local interface. In D.L. Brown and L.E. Swanson, eds., Challenges for rural America in the twenty-first century, 241-251. University Park, PA: Pennsylvania State Press. Brooke, R. (2003). Rural voices: Place-conscious education and the teaching of writing. New York, NY: Teachers College Press. Carr, P.J., Kefalas, M.J. (2010). Hallowing out the middle: The rural brain drain and what it means for America. Boston, MA: Beacon Press. Cope, B. Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4, 164-195. Corbett, M. (2008). Learning to leave: The irony of schooling in a coastal community. Black Point, Nova Scotia, Canada: Fernwood. Cromartie, J., Nelson, P. (2009). Baby Boom Migration and Its Impact on Rural America. Retrieved from USDA website: https://www.ers.usda.gov/webdocs/publications/ err79/9346_err79_1_.pdf Davis, D., Marema, T. (2008). A rural perspective. Grantmakers in the Arts, 19(3). Retrieved from http://www.giarts.org/article/rural-perspective Donehower, K., Hogg, C., Schell, E.E. (2007). Rural literacies. Carbondale, IL: Southern Illinois University Press. Donehower, K., Hogg, C., Schell, E.E. (2012). Reclaiming the rural: Essays on literacy, rhetoric, and pedagogy. Carbondale, IL: Southern Illinois University Press. Edmondson, J. (2003). Prairie Town: Redefining rural life in the age of globalization. Lanham, MD: Rowman Littlefield. Eppley, K. (2013). My roots dip deep: Literacy practices as mirrors of traditional, modern, and postmodern ruralities. In Green, B. Corbett, M. (Eds.) Rethinking rural literacies: A transnational perspective. Basingstoke, UK: Palgrave Macmillan. Eppely, K., Corbett, M. (2012). Ill see that when I believe it: A dialogue on epistemological difference and rural literacies. Journal of Research in Rural Education, 27(1/2), 1-9. Gee, J. P. (2004). Situated language and learning: A Critique of traditional schooling. London: Routledge. Gee J. P. (2010a). A situated-sociocultural approach to literacy and technology. In Baker E. (Ed.), The new literacies: Multiple perspectives on research and practice (pp. 165-193). New York: Guilford. Gee, J.P. (2010b). New digital media and learning as an emerging area and worked examples as one way forward. Cambridge, MA: MIT Press. Giroux, H.A. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, 1(1), 59-79. Green, B., Corbett, M. (2015). Rethinking rural literacies: A transnational perspective. Basingstoke, UK: Palgrave Macmillan. Housing Assistance Council. (2012). The rural data portal report: Demographic data, 2010. Retrieved from Housing Assistance Council website: www.ruraldataportal.org/ search.aspx Johnson, K.M. (2012). Rural demographic change in the new century: Slower growth, increased diversity (Issue Brief No. 44). Retrieved from scholars.unh.edu/cgi/viewcontent.cgi? article=1158context=carsey Lankshear, C., Knobel, M. (2007). Sampling the new in new literacies. In Knobel, M., Lankshear, C. (Eds.) A new literacies sampler (pp. 1-24). New York, NY: Peter Lang. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-89. Pyles, D.G. (2016). Rural media literacy: Youth documentary videomaking as rural literacy practice. Journal of Research in Rural Education, 31(7), 1-15. Reynnells, L. (2016). What is rural? Retrieved from United States Department of Agriculture website: www.nal.usda.gov/ric/what-is-rural Schafft, K.A., Jackson, A.Y. (2010). Rural education for the twenty-first century: Identity, place, and community in a globalizing world. University Park, PA: Pennsylvania State University Press. Shapiro, H. (1978). Appalachia on our minds: The southern mountains and mountaineers in the American consciousness, 1870-1920. Chapel Hill, NC: University of North Carolina Press. Silver, R., DeYoung, A.J. (1986). The ideology of rural/Appalachian education, 1895-1935: The Appalachian education problem as part of the Appalachian life problem. Educational Theory, 36(1), 51-65. Smith, G.A. (2002). Place-based education: Learning to be where we are. The Phi Delta Kappan, 83(8), 584-594. Sohn, K.K. (2006). Whistlin and crowin women of Appalachia: Literacy practices since college. Carbondale, IL: Southern Illinois University Press. Tieken, M.C. (2014). Why rural schools matter. Chapel Hill, NC: The University of North Carolina Press. Theobald, P., Wood, K. (2010). Learning to be rural: Identity lessons from history, schooling, and the U.S. corporate media. In K. A. Schafft A. Y. Jackson (Eds.), Rural education for the twenty-à ¯Ã‚ ¬Ã‚ rst centur

Wednesday, November 13, 2019

Politics of Belize :: Essays on Politics

Politics of Belize The political system of Belize is fairly new. Belize gained its independence from Britain on September 21, 1981, and the Constitution of Belize was born with this newly autonomous state. Since its independence, Belize has remained a commonwealth of the British Monarch and owes allegiance to the queen of England. Belize's government is modeled after the British Parliamentary system. Although the country of Belize has been independent from Britain since 1981, the Caribbean country maintains many of the British practices and procedures in its political, governmental and judicial systems. The Federal Parliamentary government of Belize is comprised of two unified branches of government: the executive and the legislative branches. The Prime Minister and the cabinet make up the executive branch. They are chosen from the majority party in the Lower House of the legislature. The Prime Minister is the head of the cabinet. A governor-general, appointed by the United Kingdom monarch also possesses some appointing power in Parliament. The governor-general is an extension of the Royal Family, and his/her duties are rather superficial and more of a formality. According to Latin America Profiled, the UK appointed Governor-General of Belize is Sir Colville Young. Said Musa is the Prime Minister and Minister of Finance and Foreign Affairs of the Belize's Parliament. Those who Prime Minister Musa appointed to his cabinet include: George Price, John Briceno, Ralph Fonseca, Josà © Coye, Maxwell Samuels, Cordel Hyde, Richard "Dickie" Bradley, Marcial Mes, Garcà ­a Balderamose Oolores, Ruben Campos, Jorge Espat, Godfrey Smith, and B.Q. Pitts as the Speaker. This cabinet works on projects ranging from foreign affairs, hea lthcare, to civil society agendas. These representatives are chosen because of their experience and their party identification. It is expected that these officials will produce results, which are conducive to the opinions of the constituents, as well as to the loyalty of their party. A bicameral National Assembly forms the legislative branch of Parliament. The two branches of this bicameral body are called the House of Representatives and the Senate. There are twenty-nine elected members in the House of Representatives and eight appointed members in the Senate. Administrators in the House of Representatives are elected by universal suffrage. Five of the officials of the Senate are appointed by the governor-general on the advice of the Prime Minister, two by the leader of the less powerful party and one by the Belize Advisory Council.

Sunday, November 10, 2019

Foot Binding: Beauty And Torture Essay

Women have been deformed, bounded and altered their bodies to not only survive in the society but also because of the practice of the dominance of men over women. The Lotus Shoes were very popular back in the Qing Dynasty as foot binding were a practice that many Chinese women participated in and became bound to patriarchy. This practice was implemented in the Chinese cultural values and traditions. Footbinding as a duality due to not only it’s beauty and charm, but also it’s deformity and foul odor (Ping, 2000). The moral restriction not only affected women, but also the culture and society. The rise of footbinding, together with the rise of the practice of the exemplary woman, symbolizes the social, political, and cultural predicaments in the late imperial period† (Ping, 2000) Foot binding is a painful process that allowed women to be thought as beautiful and a good future wife. The cult of the exemplary woman in the Ming and Qing dynasties reach the most terrible self-mutilations and the most shocking methods of suicide (Ping, 2000) Throughout history and in many different cultures, people have different perspective and perception on what beauty is or means. However, foot binding is probably one of the most extreme practices of body modification for beauty. This practice goes beyond the superficial. Body alteration, however, is not something solely unique to China, across history we have observed many different cultures with their own practice and perspective of beauty as seen in figure 2 & 3. As women with bounded foot couldn’t move or do much, they would often lead the life of the wealthy and enjoy their day with fellow foot bounded women (Figure 4). The practice was a custom of the royalty and wealthy until the start of the 17th century, where women from all classes started binding their feet to imitate the upper classes. (Footwear History, 2013) At the point when a young girl achieved the age of three, each toe was broken aside from the principal toe on each foot and what is left of the foot was bound with material and strips that were intended to keep the foot shorter, this likewise influenced the foot to twist at the underside. Ladies were compelled to experience torment and keeping in mind the end goal to feel delightful. (Cummings, 1998). One of the popular theories said that it began with Emperor Li Yu. Amid the 970 A.D., Emperor Li Yu saw his most loved partner moving on a brilliant lotus platform and was spellbound by her feet, which she had wrapped in portions of material – much like those of a ballet performer moving on pointe – so her moving seemed more delightful. Seeing the ruler’s pleasure, other court ladies comparatively wrapped their feet. Before long high society ladies received the mold, and inevitably it spread to all ladies, regardless of their economic wellbeing. Just a couple of are as opposed, similar to the Manchu and the individuals who hailed from Guangdong in southern China. (Holman, 2013) (Ross, 2013) Surprisingly, as the custom became widely practiced, a transformation of the styles and techniques was a witness. Ladies needed ever-littler, more bent feet, thus the foot restricting procedure was made to accomplish very curved, 3-inch feet. (Figure 6) The training flourished for a long time until the point when it was prohibited in 1912 after the insurgency of Sun Yat-sen. (Evans, 2013) (Minnesota-China Connection) Be that as it may, ladies kept on restricting their feet in parts of China until the late 1950s. After the Communists came to control in 1949, ladies were compelled to do hard physical work like burrowing repositories, and those with bound feet found the work horrifying. The ladies often gave up daily sustenance out of vanity as they simply could not work the fields or gather food. They regularly abandoned sustenance as they couldn’t satisfy their day by day creation amount nor scrounge in the mountains for organic products like other ladies. (Lim, 2007) When the practice became a tradition, it seemed impossible to discontinue it. Bounded feet were deemed normal and beautiful, while unbound feet were otherwise. The culture and practice have left parents feeling upset and caught in between. They wouldn’t want to inflict pain on their daughters but at the same time, their daughter would be out cast by the society, and they would have a hard time getting a husband if their feet weren’t bounded. The size of the feet meant so much more than the social status of the female. However, foot binding has also left a positive impact on the society despite the negative influences. The practice was also a strong multi-generational bond for women. (Figure 7) (Figure 9) Women with bounded feet were proud of their feet size and would get together to sew their shoes regularly. The procedure was also performed by the women of the family. (Figure 8) †It was a strong tradition passed from mother to daughters, entangled with shoemaking, how to endure pain and how to attract men. In many ways, it underpinned women’s culture,† says Dorothy Ko, a` history professor at Barnard College in New York and author of †Cinderella’s Sisters: A Revisionist History of Footbinding.† (Gillet, 2012) Beyond human relations, this practice has also influenced China’s architecture. Due to the bounded feet, the maximum distance women could walk was only about 3 or 5 miles. This has led them to receive more care and support. The houses were the mostly single floor, double at the maximum as it was hard for the women to move around. (Figure 10) The walkways and lanes were very small so women could get support from the walls or even railing when they walk. Foot binding also affected the culture on a global scale. The Westerners were able to explore the world and colonized lands. As the Chinese women had their feet bounded, it made it hard for them to travel or commute. Their husband would often stay with them too. The Chinese that managed to settle new lands were from ethnic groups that didn’t practice binding. (Ross, 2013) Foot binding likewise cultivated the predominance of men over ladies. Since it was troublesome for a lady to stroll with bound feet – the most distant she could walk was 3 or 4 miles (4.8 to 6.4 kilometers) – Chinese ladies never strayed a long way from home, nor had much contact with others outside their towns. (Holman, 2013) Their lessened portability for all intents and purposes guaranteed they couldn’t have extramarital illicit relationships, or flee to get away from a beating when their spouses were disappointed. As foot restricting ended up noticeably dug in amid the Song administration (960-1279), instruction for ladies was entirely diminished and autonomous property rights banned (Ross, 2013) A law in Imperial China was that ladies did not pick their spouses as marriage was orchestrated by the men (Nosotro, 2000), which again focuses on the overwhelming talk of a male controlling country. The men chose the ladies by the measure of their feet, the wealthier men pick the lady with the littlest. A go-between would visit went with a single man, and he would sit and watch the ladies’ twisted feet. On the off chance that they were too substantial and did not fulfill him, he basically turned her down which was a †Ã¢â‚¬ ¦ extremely humiliating undertaking†¦ † cites Zhang Ru-lian. The possibility of sustenance restricting was so well known as the showed that ladies could endure torment this exhibited the characteristic of the train which was alluring. To place this into the point of view foot restricting is practically similar to female circumcision, as it takes away  some type of energy, and it influences the ladies to feel vulnerable. Foot binding also cultured an erotic practice, it became an antiquated fetish for men. In the same way as other sexual interests, accommodation in Asian culture is one prevailing fixation. For official, it’s not constrained upon the female sex. Indeed, it is normally guardians that start this sort of training so their little girl would have a decent future prospect. This training is a sort of accommodation since it makes the females claimed by their spouses. The feet have been one of the fixations of mankind. The shape and form and in addition the way that it is shrouded, makes it all the more energizing as far as sexual fervor. Women in the past were objectified and used by men for their sexual needs and fetish. (Holman, 2013) Antiquated manuals taught men in how to exotically caress bound feet in incalculable ways, and utilize them to improve sexual experiences. Further, numerous ladies kept their feet bound all through sexual experiences, upgrading their persona while cover ing their deformity. Be that as it may, a few men got a kick out of the chance to see the unshod – they would be in contact with it. Peculiar foot obsessions grew, for example, drinking the water a lady had used to wash her feet or setting nuts between her twisted toes, at that point eating them (Evans, 2013) The bound foot denied ladies of their opportunity to move their feet and their flexibility of soul. The fact that this practice isn’t compulsory and they are done even by mothers, demonstrates that this training begins to be not an easygoing practice in nature but rather can transform into a type of accommodation later on. When a man marries a woman because of his sexual attraction towards her feet, then it can be perceived that the women submitted to the man because of her feet. Another way for seeing this is footbinding would not be a prevailing fashion and practice if men in China did not demonstrate any slant to young ladies with little feet. The once well-known routine with regards to foot restricting, at last, reached an end toward the finish of the lines. Ladies in China have made considerable progress in the way they have been dealt with. Ladies have progressed significantly in Chinese society and the playing field has turned into somewhat more even yet ladies are still observed as lesser than men in the present society. Even till today, there is an interest for infant young men to be conceived. Chinese society inclines toward young men to young ladies since children can grow up to deal with their folks when they develop old though guardians can’t move in with the lady as she grows up and moves out of the house when she gets hitched. There is presently a point of confinement set up expressing what number of children a couple can have. Families are permitted to have one tyke as long as that first youngster is a kid and a moment is permitted if the primary type is a young lady however after two children couples a re not permitted to have any more kids or they would need to pay a $3,500 fine. In the 1980’s, the legislature started implementing a strict one tyke for every couple run the show. Despite the fact that ladies have progressed significantly in Chinese society, ladies are as yet viewed as the second rate compared to men even today. (Chang, 2008) However, women today are not any longer pressured to have little feet just to guarantee men will like them. The stereotype of females being a sex object is gradually being supplanted by superior women who has influenced and made an impact in the Chinese society. The practice is part of China’s ancient tradition. It fills in as a lesson that people can do outrageous things to their body just to please others. Footbinding is a piece of China’s history that shows us how our reality today comprehends and acknowledges that men and ladies are made similarly and must be dealt with correspondingly. (Jackson, 1998)