Specific Heat Capacity Essay Example

Specific Heat Capacity Paper In this experiment, we are going to use a calorimeter (a solid metal block of aluminium). And we are going to expose it to different temperatures and measure the difference in temperature over time.  We will also measure the changes in electric properties from the heater over time: Volts and Amperes. In order to get more precise data, we are going to repeat this experiment twice with different power and the second trial will use stronger voltage. The reason that we are going to perform two trials is to try to minimize the error due to heat lost. The value that we get is 528 J Kg-1K-1. Theoretically, the Specific Heat Capacity of Aluminium is 897J g-1  ½K-1. I presume that we may have lost some of the heat to the air as well as to metal expansion. In order to minimize the error due to heat, we repeated the same experiment with different levels of power. This allows us to minimize the uncertainties due to heat loss by isolating them from the original equation.  Even though we were tried to lower the value of error, it was difficult to minimize it without completely insulating the calorimeter. There are some doubts about the fact that the heater is sometimes warming the calorimeter quickly, whilst it sometimes takes a longer period. I am not sure about the reason for this phenomenon. Sensible variations were detected during the experiment. A suggestion would be to use a more accurate heater or digital thermometer for further testing.  In order to get more precise data, we should definitely insulate the calorimeter to minimize its heat lost to the surroundings. For instance, we may place bubble wrap, foil or Styrofoam around the calorimeter.  To obtain more accurate results in the future, a good idea may be to perform the experiment more than twice. Even if the heat loss variable is set aside after more than one experiment, we might get more reliable data by overcoming the variations we have observed in heat transmission between the heater and calorimeter. We will write a custom essay sample on Specific Heat Capacity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Specific Heat Capacity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Specific Heat Capacity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The specific heat capacity of the objects can be calculated because the heat gained in the reaction is equal to the heat lost during the reaction. Due to the concept of thermal equilibrium we know that when objects of differing temperatures are in contact with each other, in this case the block, the water and Aluminum calorimeter they will eventually transfer heat to the point at which they are the same temperature. By measuring the temperature before the blocks were added to the water and then again when the temperature remains constant indicating equilibrium temperature the change in temperature was able to be calculated and using this along with the mass of the objects and water and calorimeter the specific heat capacity could be calculated using the Q=mc?T formula. For the How cold is it in the freezer compartment? question an aluminum block was placed in the freezer and then placed into the water in the calorimeter of which the temperature had been recorded. The temperature of the water with the Aluminum block was recorded until the constant temperature was reached. With this we can calculate the initial temperature of the aluminum block which gives us the temperature of the freezer. Evaluation: There were several limitations in the equipment used to carry out the procedure.  The scale used to measure the mass of the aluminum calorimeter and water only measured up to 200g this was a major limitation as it only allowed for a small amount of water to be added to the calorimeter which may have affected the heat transfer as the submerged block may not have been fully submerged therefore some heat may have been lost to the air. In moving the heated block from the boiling water to the calorimeter the block could have lost heat but this would be minimal due to the relatively high Specific heat capacities of the blocks.  When the block was moved into the calorimeter it was dropped into it and this caused some water to splash out which would decrease the mass of water in the calorimeter which could affect the overall temperature change.  The value for the specific heat capacity (shc) of object one which was Iron was compared to the theoretical value for the shc of Iron and gave a 17.6% difference this value is relatively high and could be due to uncertainties in the measurements and errors produced from the procedure. The % difference of object two was very large at 31.3% this could be due to random error but more likely due to the block not being fully submerged as I mentioned earlier.  The value of the percentage difference for Object3 which was Copper was relatively high at 17.2%,  In order to improve upon the experiment a scale that measures up to a higher mass such as 500g. Another method to improve the experiment would be to add more water to the calorimeter in order to insure the block was fully submerged. Another improvement that could be made would be to not drop the blocks into the calorimeter and therefore minimize the risk of losing water after the mass was taken.

Attorney Client Privilege Alton Logans Law Case

Attorney Client Privilege Alton Logans Law Case Moral and legal ethics differ significantly. People should not mix up those notions. While moral ethics states that one action is inadmissible, legal ethics assures that there is no other way of dealing with the case. Considering an example of Alton Logan who had to spend 26 years in jail for the crime he did not commit, the problem of legal ethics is going to be considered in the light of the cultural relativism theory.Advertising We will write a custom essay sample on Attorney Client Privilege: Alton Logan’s Law Case specifically for you for only $16.05 $11/page Learn More No one denies the hazards of cultural relativism, but there are no ways out in some cases. Having considered the case and the supporting information, it should be stated that two attorneys who remained silent about the innocence of Alton Logan were right from the point of view of the legal ethics; this opinion may be supported with the cultural relativism theory, no matter how fai ling and unmoral it seems from other points of view. The legal ethics is a notion which stands for a set of rules of conduct which exist in the attorneys’ world. One of the main rules which attorneys should follow is keeping a client’s secret. In case if this rule had not been established, an attorney would not be able to serve a client effectively. If a client is not assured that his/her secret is going to be kept, he/she is unable to trust an attorney. When attorneys deal with the information received from a client, attorneys are to be aware of â€Å"their ethical obligations to maintain client confidences and the court-imposed protections provided by what is known as the attorney-client privilege† (Currier and Eimermann 2009, 277). Considering this problem for a particular case, one may doubt this set of rules and find it as unmoral. The case is as follows, a person, Alton Logan, was convicted for murder and condemned to imprisonment for life. Twenty-six year s two attorneys, Dale Coventry, and Jamie Kunz knew that he was not guilty, but they could not say a word. The main reason why they remained silent is that their client, Andrew Wilson, confessed that it was he who committed a murder. Two attorneys could do nothing. Protecting their client, they were unable to say the truth (Lawyers Keep 26-Year Secret). On the one hand, the actions of the attorneys are unmoral, but it is so if to consider their actions for moral ethics, but they had to use another ethics, legal one. If to consider the problem from legal ethics, the cultural relativism theory should be checked. To be clear about what we are to consider, here is the definition of cultural relativism.Advertising Looking for essay on law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Cultural relativism is a perspective that aims to understand – not condone or discredit – foreign behavior and thinking. [It is] the perspe ctive that the standards of home culture should not judge a foreign culture and that behavior or way of thinking must be examined in its cultural context (Ferrante 2008, 77-78). Thus, if to consider the actions of the attorneys from the cultural relativism, it is possible to state that they were right. An attorney is a person who must keep secrets which a client says him/her. This is one of the main rules in legal ethics. As Dale Coventry noted in the interview, â€Å"†¦if you check with attorneys or ethics committees, it is very, very clear – it is not morally clear – but we are in a position to where we have to maintain client confidentiality It is just a requirement of the law. The system would not work without it† (Lawyers Keep 26-Year Secret). This is so if to check the problem from the side of the attorneys if to consider the rules of conduct for attorneys it is clear that Dale Coventry and Jamie Kunz could reveal the truth only after the death of the ir client. It is understandable from the interview that attorneys tried to find another way to tell the jury that Alton Logan was innocent, but they could not. In conclusion, it is impossible to consider the problem correctly if not take into account all the aspects of the case. The main idea of the cultural relativism is that the issue should be checked from the cultural side of a person who was involved there. Thus, considering the case of the attorneys who kept a secret about Alton Logan’s innocence, it may be stated that they were right from the side of the legal ethics and if to take into account cultural relativism. Those who try to understand this problem only from the side of moral ethics may never accept attorneys’ position. Moral and legal ethics should not be confused as these are two different notions. Thinking morally, some attorneys are unable to act in a way their hearts tell them; they are to follow the rules dictated by the legal ethics. An attorney sh ould keep client’s confidentiality in defiance of their desires and convictions. Reference List Currier, Katherine A., and Thomas E. Eimermann. Introduction to Paralegal Studies: A Critical Thinking Approach. Aspen: Aspen Publishers Online, 2009. Ferrante, Joan. Sociology: a Global Perspective. Stamford: Cengage Learning, 2008.Advertising We will write a custom essay sample on Attorney Client Privilege: Alton Logan’s Law Case specifically for you for only $16.05 $11/page Learn More Lawyers Keep 26-Year Secret. [Video]. 2008. 60 Minutes Overtime. Retrieved from https://www.cbsnews.com/

Biography of Actress Marilyn Monroe

Biography of Actress Marilyn Monroe Known for:  celebrity and actress, sex symbol, blonde bombshell Dates:  June 1, 1926 -  August 5, 1962Occupation:  movie actressAlso known as:  Norma Jeane Baker, Norma Jean Baker, Norma Jean Mortenson, Norma Jean MortensenReligion:  Convert to Judaism Early Life Marilyn Monroe, whose name was Norma Jean Baker in childhood, was born to Gladys Mortenson, a film technician, whose husband, Edward Mortenson, deserted the family. Norma Jeans natural father may have actually been another studio employee, C. Stanley Gifford. Gladys mental illness surfaced shortly after her daughters birth, and she was institutionalized much of Norma Jeans growing years. Norma Jean was placed in a series of twelve foster homes, and once in an orphanage. She attended Van Nuys High School in Los Angeles, California. At sixteen, Norma Jean escaped the foster system by marrying 20-year-old James Dougherty. A year later, in 1943, he joined the U.S. Merchant Marine. Norma Jean took a job in an airline plant, part of the World War II factory effort, and worked first as a parachute inspector, then as a paint sprayer. When the government came through to take promotional photographs of the women working in the plant, the brunette Norma Jean learned that she photographed well, took a modeling course, and began working part-time as a photographers model. Success as a photographers model led her to her dream of becoming an actress. In 1946, she divorced Dougherty and bleached her hair to become a blond. She signed a one-year, $125/month contract with Twentieth Century-Fox on August 26, 1946. Ben Lyon, casting director, suggested that she take the name Marilyn, and she added her grandmothers last name, Monroe. Marilyn Monroe as an Actress Marilyn Monroe played one bit part that year, all of which ended up on the cutting room floor. The next year, she signed another one-year contract, this time with Columbia. The results werent any better. In 1950, Marilyn Monroe posed for full-length nude shots, which the photographer Tom Kelley sold for a calendar. That same year, she appeared in a bit part in The Asphalt Jungle, and though her name wasnt even mentioned in the credits, her appearance generated a huge amount of fan mail. Her reputation as a blond bombshell had begun to be established. So Twentieth Century-Fox signed Marilyn Monroe to a new contract - this time, for seven years. She appeared in All About Eve. In 1953, she had her first starring role, in Niagara. In Gentlemen Prefer Blondes she sang and, for the first time, she had her own dressing room. In January 1954, Marilyn Monroe married the famous baseball player, Joe DiMaggio. The marriage was short-lived; they divorced in October. Seven Year Itch For the 1955 movie The Seven Year Itch, Marilyn Monroe appeared in the famous photographic stunt, in a white halter dress, with her skirt blown up by a draft from a sidewalk grate, leaning down to catch her dress so that her cleavage showed. The photograph was used to advertise the film and has become one of the iconic images of Marilyn Monroe. After filming The Seven Year Itch, in which she plays a prototypical dumb blond, Marilyn Monroe decided to work more seriously on her acting skills, to the skepticism of many critics. She broke her movie contract and moved to New York to study at the Actors Studio with Lee Strasberg for a year. Success ... and Problems In 1955, she founded her own company with Milton Greene, Marilyn Monroe Productions, and signed a new contract with Twentieth Century-Fox. She made the 1956 movie Bus Stop, which wowed the critics, but shed begun to lose herself to self-doubt, depression, drugs, and alcohol. Marilyn Monroe, whose mother and maternal grandparents had all struggled with mental illness and institutionalization, began taking sleeping pills for her insomnia. She regularly consulted psychiatrists. She drank heavily, and began a habit of arriving late to work, and sometimes not being able to work at all. Marriage to Arthur Miller She married Arthur Miller, the playwright, shortly after Bus Stop was released, and for the marriage converted to Judaism. She lived quietly for two years with her new husband. During that time, Miller was fighting his conviction for contempt-of-Congress for refusing to answer two questions before the House Un-American Activities Committee (HUAC). The marriage, and several miscarriages added to her self-doubt and depression, and to her use of drugs and alcohol. Marilyn Monroes next movie, The Prince and the Showgirl, brought mixed reviews. That was followed by Lets Make Love and an unhappy romantic liaison with co-star Yves Montand. The Misfits was written for Marilyn Monroe by her husband, Arthur Miller. She performed well in the final product, though, during its filming, she was often under the influence of alcohol and pills, and she was notoriously late to the set. Marilyn was affected by the death, two months after the film was completed, of her co-star, Clark Gable. In early 1961, Marilyn Monroe and Arthur Miller divorced. During this period, she was also bothered by many rumors of affairs, including with the President, John F. Kennedy, and his brother, Robert F. Kennedy. Last Months Filming her next project, ironically titled Somethings Got to Give, Marilyns lateness and addictions led to her dismissal after a month. She was briefly committed to a mental hospital. She was approved to return to the film, but never resumed filming. Two months later, in her home in Los Angeles, Marilyn Monroe was found by her housekeeper, dead, with an empty bottle of sleeping pills next to her body. The coroner found the death was caused by an overdose of barbiturates and pronounced it a possible suicide. No evidence of foul play was presented to the coroner. Marilyn Monroes funeral was planned by Joe DiMaggio; Lee Strasberg delivered the eulogy. Marilyn Monroes Parents Mother: Gladys Monroe Baker (also called Gladys Pearl Baker or Gladys Monroe Mortenson)Father: Edward Mortenson or C. Stanley Gifford Marilyn Monroes  Husbands James Dougherty (married June 19, 1942; divorced September 13, 1946)Joe DiMaggio (married January 14, 1954; divorced October 27, 1954)Arthur Miller (married June 29, 1956; divorced January 24, 1961) Education Van Nuys High School3-month modeling coursedramatic coach, Natasha LylessActors Lab, Los AngelesActors Studio, New York

Have recent reforms increased parliaments ability to hold the Essay

Have recent reforms increased parliaments ability to hold the executive to account - Essay Example ervation of separation of powers is essential as a check on autocratic power, further symbolised in the UK by the role of Parliament as a check on the executive. With regard to the UK position, the doctrine of the separation of powers has traditionally been limited and criticised for being somewhat unclear in comparison to other democracies3. Nevertheless, it has been commented that the doctrine does in fact influence everyday operations of the executive, legislature and judiciary4 and Barnett argues that â€Å"Separation of powers†¦Ã¢â‚¬ ¦ runs like a thread throughout the constitution of the United Kingdom5.† Nevertheless, in the UK there has not been a clear separation of the branches of the state6, but rather a fusion. For example, the executive clearly carries out legislative functions and a prime example is the Law Commission. Although the Law Commission Act 1965 clearly requires the Commission to be â€Å"independent7† in reviewing law reform, its committee members are appointed by the Lord Chancellor who also grants prior approval to projects that the Law Commission will review. Additionally, the judiciary obtain their power from the Crown and there is a distinct overlap of functions between the powers, which should be separated for the effective application of the separation of powers and the efficacy of Parliament as check on the executive8. To address these inefficiencies in the constitutional notion of a separation of powers, the Government undertook what was propounded as the â€Å"biggest constitutional shake up for years9† asserted determination â€Å"to put the relationship between Executive, Legislature and Judiciary on a modern footing, respecting the separation of powers between the three10.† Official debate regarding this pledge culminated in the implementation of the Constitutional Reform Act 2005 (the Act), which was approved by both Houses on March 21, 2005, receiving Royal Assent on 24 March 2005. The Act introduced provisions for modifying

Political theory Essay Example | Topics and Well Written Essays - 2500 words

Political theory - Essay Example Aristotle said there was a truth in each that had to be reconciled and it is. The 16th and 17th centuries saw the emergence of two political thoughts that proposed singular views on government and the structure of society. Niccolo Machiavelli and Thomas Hobbes put forward their views and solutions on each and each directly influenced political ideology immensely. Each of them lived in a time and place of political turmoil, Machiavelli lived in Florence at a time of continuous political turmoil and Hobbes lived in England during its civil war. Aristotle, Hobbes and Machiavelli each designated in their works the best "practical" kind of government. For Aristotle, it was the aforementioned polity, while for Hobbes and Machiavelli; it was some sort of monarchy where there would be one sovereign or prince that would command all or a community that pledged it's obedience to a authority that promised protection. Aristotle had a profound influence on political philosophy because he invoked challenging discussions of persistent concerns of political philosophy: the role of human nature in politics, the relation of the individual to the state, the place of morality in politics, the theory of political justice, the rule of law, the analysis and evaluation of constitutions, the relevance of ideals to practical politics, the causes and cures of political change and revolution, and the importance of a morally educated citizenry. It has been a common view among political philosophers, especially Aristotle, that there exists a special relationship between moral goodness and legitimate authority. He believed that the use of political power was only rightful if a ruler whose personal ethical makeup was strictly virtuous. Thus rulers were counseled that they must be sure to behave in accordance with conventional standards of moral righteousness. The rulers did well because earned the right to be obeyed and respected because they showed themselves to be virtuous and morally upright. Niccolo Machiavelli criticizes at length the moral idealistic theory on politics in his best-known treatise, The Prince. For Machiavelli, there is no moral basis on which to judge the difference between legitimate and illegitimate uses of power. Authority and power are essentially coequal: whoever has power has the right to command; but goodness does not ensure power and the good person has no more authority by virtue of being good. Machiavelli argues that the only concern of the political ruler should be the acquirement and upkeep of power. He argues that the notion of legitimate rights of ruler ship adds nothing to the actual possession of power. The Prince purports to reflect the self-conscious political realism that integrity and right are not adequate to win and sustain political office. Power characteristically defines political activity, and is required for any thriving ruler to know how power is to be used. Only by the proper application of power

Women and the Second World War Sources Questions Essay Example for Free

Women and the Second World War Sources Questions Essay Before World War II, not many women worked, and there were certain jobs that people believed women couldnt or shouldnt do. Women didnt have any kind of military role before the war. Most women were used to getting married, having children and bringing them up, and having a husband around the place who would usually be the sole wage earner in other words, only the man would go out to work. Of course, once the war broke out, the majority of men were away fighting in some way. So this had a big effect on family lives, and the lives of women. The jobs still had to be done after all. So the purpose of this source is to persuade women to do their vital bit for the war. To get involved in the armed forces, and to work in fields in which men had previously worked. Source A is a broadcast on the BBC Home Service by a member of the womens Institute in May 1941. It is aimed at women to persuade them to do their crucial bit for the war. It is an appeal aimed at women, and has a few elements of propaganda. The authors tone and attitude to the situation Britain faced was very positive, as she knows its a great opportunity for women to work together and show that they are able to do any job that a man is capable of doing. The broadcasters main aim is to make sure she brings an emotional approach to her audience, so that women can reflect on the dreadful situation that Britain faced. She seems to be very compulsive towards the entire war effort; she makes it sound exciting, and thrilling. Her speech makes you want to volunteer to join the war effort. She portrays the war effort in an upbeat positive manner. We are fighting for our lives. The Broadcaster seems very patriotic and is determined to win the war. Seeing as Britain was on the brink of defeat in 1941, she could probably see her whole life flash before her eyes if Britain were to give in to Hitler. Not only would her future be ill fated, but she would also lose her little freedom which she took advantage of. This is why she is hoping to get a constructive response from the women of Britain. 2. Study Sources A and B. Does the writer of source B have a different attitude to the importance of women in the war effort from the author of source A. Explain your answer using both sources. Source B is an article in the West Ham Gazette. A female member of the Local Council in West Ham wrote this editorial in 1941. Source A is a broadcast on the BBC Home Service by a member of the womens Institute in May 1941. Both sources are from 1941 just when Britain were on the brink of defeat. They are both aimed at women, are about women, and are from a womans point of view. Both sources agree that women should do their vital fraction for the war, to fight. Women, of course, didnt physically fight, however they did do some very important and skilled jobs. They became involved in the war effort, which helped Britain win the Second World War. However, both sources not only have things in common, but they also differ too. Women should get on with the job. The author of source B is more demanding. It is almost like she can give orders, and has more authority over what women should and shouldnt do. Whereas in source A, the author doesnt put as much power into her speech, although her dialogues seem to have more enthusiasm. Isnt it worth it? Together yes it is. She gives her listeners more of a choice as to whether they want to help in the war effort she makes the war effort sound amusing and entertaining; source B has a more commanding and intimidating role. The author of source B has a rather cynical and cheeky behaviour, not only does she want women to work in the war effort, but also she wants the good conditions that they are permitted to. As a result she wants to get more out of the war. She wants lasting changes for women. She wants to be treated with more respect. She also seems to be a bit of a sarcastic feminist. Her opening paragraph suggests that women are only regarded as important when the country is in desperate need of them. Its almost as if the author doesnt like being used. Her article gets more to the point. Whereas source A is full of passion and interest. Its more appealing. We are fighting for our lives. Source A is more like an unconditional obsessive duty that any woman would be proud to perform. Both authors have totally different attitudes. The author from source A is much more patriotic and eager, but the author from source B portrays the war effort in a depressing manner. 3. Study source C. In what ways does source C help you to understand the difficulties faced by women during the Second World War? Source C is a woman speaking in 1941, describing her evening routine at home after working in a factory all day. She is being interviewed, and she seems relatively tense. Her typical daily schedule seems to be very hectic and busy. She doesnt go into detail about her day because she knows her interviewer knows whats entailed when she mentions queuing for food, cooking food, washing and mending. Working wives were faced with the constant difficulty of having two jobs, one in the home and the other at work. It was very difficult to fit in cooking, shopping, housework and childcare with exceedingly long working hours required in a full-time job, predominantly at a time when domestic tasks were considered entirely a womans liability. Womens wage rates were usually half of those of men. Factory hours made standard shopping unattainable. A familys ration book could only be registered with one grocery shop, and by the time a woman got there after work, it would be likely that she would find the usual queues, and also that many of the goods had already been sold out. Before the war, shops usually opened until fairly late in the evening, but now had been well ordered to close early on to save energy. Working women found they had no time to queue for unrationed goods, and might have to shop in their lunch hour, missing their own meal, or on a Saturday afternoon, when the shops were at their most crowded. This problem contributed to high rates of absence in the factories. For the woman being interviewed, running a home and bringing up a family single-handedly, her life could be a nightmare of extensive factory shifts, followed by shopping, cooking and housework. Her health probably suffered because of tiredness, stress, pressure, anxiety and inadequate, hasty meals. Rationing of clothes was introduced in June 1941.This meant women had to buy their clothes with coupons. With the government only supplying 48-66 coupons per person per year, women only had enough to buy a dress, a winter coat, a dressing gown and two pairs of knickers, leaving only 7 more coupons for the rest of the year. This is why women were bombarded with encouragement to make their own clothes, and mend their old ones, as they didnt have enough clothes to go all year round. Women kept every scrap of material in case it could be used, and made the best out of what was available. They couldnt afford to throw anything away. The needle was a weapon of the war to maintain old clothes were long lasting. 4. Study Sources D, E and F. Use the sources, and your own knowledge, to explain why the government produced so many leaflets and advertisements about food and cooking during the war. From the start of the war, women soon become aware of changes when they went shopping. Some goods were unavailable and others were in very short supply. Before the war, 60% of Britains food came from overseas. Supplies soon began to decrease as the nazis had gained much control of Europe. The nazis also bombed ships that were advancing in the direction of Britain. As a result the price of food fluctuated and soared rocket high. This meant that only the rich could afford to buy food, and poor people would starve to death. Soon the government introduced rationing in January 1940. Everyone had a ration book full of stamps that said how much you were allowed to buy of each item each week. Rationing bought a degree of fairness. Coupons as well as money were needed to buy essential goods that were in short supply. On the whole rationing was popular because it at least meant that everybody could be certain of getting their share of essential necessities even if they were not allowed as much as they liked. Rationing actually worked very well and peoples diets were very healthy although the food was plain and rather boring. It also continued for some time after the war because it took a while for things to get back to normal. Some people managed to get extra food on the black market, if they knew the right people and the money. The way women managed to feed their families became a subject of national significance in wartime. A programme of advertising and propaganda was aimed at persuading women to attain the complicated aim of saving food whilst maintaining their familys health and fitness. A good example is source D, a paragraph from a leaflet produced by the Ministry of Food in 1941. It is a mixture of information and propaganda. It is aimed at women because cooking was considered a womans responsibility. Source D persuades women to eat more potatoes. This was generally because they were easy to grow and they could save shipping space. The government persuaded people to grow their own vegetables in their back garden as supplies were running short. The government also used to give out leaflets about using food to the greatest advantage. There was always a new way of serving potatoes, they were also healthy and cheap. Food was VITAL; it was a weapon of war! Food was so important during the Second World War that even had its own Ministry. The Ministry of Food had to try and re-educate women to be conscious of the nutritional value of diverse foods, the importance of a balanced diet, and also to persuade them to use different cooking methods. Without food no one would have had the energy to work! Thus, the message of this source is to convince women to eat more potatoes, whether they are baked, fried, roasted or toasted! The Ministry of Food, which controlled rationing, spent colossal sums of money on advertisements directed at women. Papers and magazines were full of hints and encouragement for housewives. For instance, source E. An advertisement produced by the ministry of food in 1941, aimed at women. It is an advertisement of propaganda telling the women of Britain how well they are doing in the kitchen-front. It is more like a mini-survey to see how many medals each household deserves from saving the little crumbs to making a variety of different foods everyday. The advertisements aim is too keep up morale and keep people working hard. It seems Britain were in a desperate crisis, and that food supply was running very short! The key to stretching rations was planning ahead. The government produced many leaflets and cookery notes on planning a week of cooking. A typical example is source F, a series of cookery notes produced by the Ministry of Food during the war. The source doesnt tell us specifically when it was produced. It is aimed at women, and is a relevant source of information for women on how to cook as well as saving as much food as possible. Source F tells us what was the typical weekly food rations offered to everyone. The source shows us what foods were available at the time. On the list there seems to be that dairy products are in short supply. This suggests that the farmers in Britain would not have had a good year of produce and that Britain hasnt been able to import any. Furthermore, the list plan shows that potatoes should be cooked everyday except Friday and Saturdays. This suggest that the amount of potatoes which were imported were of a very high number, and that farmer and people had been growing a wholesome amount in their back gardens. The government produced a lot of food and cooking leaflets during the war because it was beginning to run out of supply. The Nazis had gained so much control over Europe that Britain had to get its supplies from USA. This was usually a much longer journey, and Britain had to wait ages until ships reached the docks. The governments aim was to make sure women used each item of food wisely, and saved as much food as they possibly could. They tried to convince women to grow their own vegetables, as food was a weapon of war. But in the whole, rationing was a very clever way of distributing food in the country. 5. Study sources G and H. How useful are these sources as evidence about the role of women at work during the war? Source G is a popular song during the Second World War, which was probably sung by women in factories to boost their morales. It perhaps helped them to keep up with work, and to make them realise that everybody was on the same boat. The source isnt very reliable, as we dont know when it was written or who wrote it. Therefore anybody could have written this song, whether he/she was anti-war or pro-war. But what we can learn from this source is that many women had sexist attitudes. It is only a song about women. I think that the amount of propaganda the government produced, indoctrinated all the women into thinking that it was ONLY they who helped win the war, when in fact men also did play a vital part in the Second World War. I dont think this song is of any value. Its not reliable enough to be kept as a recollection of the Second World War. To me, the song sounds like a nursery rhyme. The language is very informal. The only good thing about source G is that it could cheer up women at work, boost their morales, it livens up the atmosphere at work. The bad thing about the source is that it isnt very useful. It doesnt tell us much about the role of women at work during the war. Its not informative. Source H is a recollection of a woman speaking about her experiences during the war. She was speaking in 1983. This source is very reliable as she is describing her personal experience of the war. She was in the war the whole time, and knew about the situation Britain faced. Source H shows a negative view of the land army. The womans account of the land army was negative. We had sausages everyday and They were horrible, may be a slight exaggeration of the truth. This may be a build up of all the bad things about the place she was at or where she came from. The source was written forty years after the event and this could have caused her to remember just the bad points and she could have forgot important points and made bits up. She has a bad view on physical labour this may be because she hasnt been used to it. Source H also tells us that travelling to work everyday was difficult. This woman had to bike eight miles to work, and then eight miles back. Women had to go wherever they were sent for work, and this would sometimes mean long tiring journeys. They didnt have the free will to work in one set place. Women working in farms were sent to one farm one day, and another farm the next. Moreover, this source tells us that some managers made their workers feel unwelcome. They werent treated with enough respect. They were given the same food everyday, horrible boiled sausages, which the woman describes, tasted awful! This source also tells us that women had a variety of jobs to do, from planting potatoes to working in forestry. The only weak point about this source is that it is only a recollection of ONE womans experience. Many other women could have the same view about the war as the woman from this source, and many other women probably have different views and opinions. Furthermore, this woman is speaking in 1983. Her memory was probably a little unclear and blurred. Source H alone, is a very informative and revealing source. If it were to be put together with source G (the song), then it would just be degrading source H. Source G tells us nothing; its just a song. We dont even know who wrote it or even when it was written. Source H alone is much stronger; it is very informative and useful in telling us how women were treated, and what they had to do at work. 6. Study sources I and J. Use the evidence of these sources, and your own knowledge, to explain whether the war brought lasting changes in the role-played by women in British society. The Second World War had brought many changes for women. They were required to participate in the war effort. They had a chance to prove themselves worthy, by involving themselves in the job industry. They gained a lot of respect, independence and confidence. They had become of major importance during the war. During the war government propaganda had insisted that women should play a full part in the war effort. Their labour was required in wartime industries and voluntary welfare organisations; their housekeeping had to be carefully considered and cheap to run; and above all they had to keep merry. They were not expected to complain in any way. Women had had a position to participate in their own right. With the ending if the war, priorities altered, and women were expected to return to their traditional roles as mothers and wives. Women found they had been laid off their jobs immediately after they had won the Second World War. A classic example is source I. A letter sent to the em ployees of Tate and Lyle in 1945, just when the war had come to an end. This source explains how men have come back from fighting in the war, and will need to be replaced by women. The letter is quite sincere, as it does thank women for working happily for last five and a half years. It shows how women have been used, and laid off work. Women were expected to go back, and adapt into their own lifestyles after working in civil organisations during the war. Through the period of the war, women learnt many skills and talents. Hard work had really payed off after winning the war, but women were disappointed, as they couldnt bring many lasting changes. Many women were offended, but not all jobs laid women off work. A few women still worked part time. But after the war, women werent needed to work, as few jobs were no longer required to run. Propaganda had so successfully influenced women into wartime jobs now changed way to convince them to stay at home. The same broadcasts and magazines that had previously told them how vital it was for them to work now told women how essential it was to be at home with their family. Source J is an advertisement, which appeared in the magazine Picture Post in November 1945. (Just after the war had ended). This advertisement is a blitz of reverse propaganda. It persuades women to go back to their conventional roles as housewives and mothers. It makes simple home life sound so pleasant, and convinces women that looking after your family is the primary priority for any woman. Some women would rebel against this, as they probably want best for their daughters in the future. They dont want their children to live through the same difficulties and hardship as they did. The education act in 1944 offered girls more opportunities. It was an attempt to create the structure for the post-war British education system. The act raised the school-leaving age to 15 and provided universal free schooling in three different types of schools; grammar, secondary modern and technical. Girls could now be educated suitably, and could use their knowledge for power, and confidence in the future. Great social changes did pursue soon after the end of the war with the introduction of the welfare state. Women also felt some changes, as they were treated with much more respect. Nevertheless, women didnt lose their confidence. Some women liked the idea of having a good rest, though they were also reluctant to give up what they had achieved entirely. Some women found their wartime independence didnt seem to survive after 1945, but they had greater self-assurance in their abilities. World War Two put the confidence and expectations of women high and the respect people gave them. 7. Study all of the sources. The writer of source K believed that the most important part played by women in the war effort was in the home. Use the sources and your own knowledge, to explain whether you agree with this view about womens contribution to the war effort. Source K is a paragraph from a history textbook written in the 1970s. The source doesnt tell us whether the writer experienced life in the Second World War. If he didnt, then I dont think he would have known exactly what it was like to be in a war. Only those who suffered during the war would know what it was precisely like to be involved in a war. The writer of source K believes that the ordinary housewife role in the home front helped win the war. I dont think the source is very reliable. It is more of an opinion stated in a textbook rather than a fact because most people would agree with it, and most people would disagree with it. All jobs done by women were important in their own respect. Source C suggests that many women did both. They worked in the kitchen front as well as war work. Source A also suggests that war work and the kitchen front are both vital. It is no longer a question of what is the most comfortable arrangement for each family. This suggests that family life at home also had to be altered, nothing could be thrown away, and everything must be saved for the war effort. Everybody had to help, and that no time could be wasted relaxing. The quote also develops into the fact that women had to take out precious family time by working in factories, armed forces, the land army, and many other recruitment organisations. Propaganda made war work sound challenging and rewarding and the life of a working girl exciting, independent- and even glamorous. There were some women who did skilled work such as farming and working in a forestry. However, as source H suggests, these jobs werent anything how the government had made them out to be. You often had to work extremely hard in an unfriendly environment. Source H implies that war work was tiring, and awfully difficult. As a result, I think these women would have preferred to be at home looking after their families, a not so challenging task! Another Kitchen front task women had to keep up with was rationing. Queuing for food, and then making the most out of it wasnt an easy mission. Source F talks about he hardships of everyone because everyone had to be involved in rationing. However the evidence isnt solid because there was a black market, and got people around this problem. Source F agrees with the views of the writer in source K. Both sources think that women working in the home helped win the war. BUT rationing wasnt enough; the government had come out with yet another task for women to do. They were persuaded to grow their own vegetables in their back gardens. Source D suggest that potatoes were a good vegetable to grow, as they were healthy. This meant that not only did women have to cook, clean, queue for food, go shopping, look after their children, and work in the war effort, they had to grow their own vegetables, plant them, water them and look after them. Source E suggests that women were keeping up with the kitchen front fantastically. It is a message telling women that they were doing absolutely fine, and to keep up with the excellent work. Working life in the home seemed very hectic for the average woman. Working in the home was just as hard as working in any factory, just as source H suggests. For some women, war work brought greater independence, the opportunity to train for skilled jobs and take pride in what they did. Source B suggests that war can bring a brighter future for women by asking for respect, independence and more freedom in return. Women wouldnt have been able to gain all this if they hadnt conscripted or volunteered into the work force. Out of war work, women achieved a lot of dignity, a changing role and a better future, not only for them, but for their children too. They played an important part in the work force too. It boost their confidence and self-conscious. Some women enjoyed working in the work force. Source G is a popular song that was probably sung by a lot of women in the work force. The song implies that women used to sing to keep up morales and that they were really determined to win the war. It also implies that the atmosphere at work used to be fun and merry. War work and kitchen work were inter-dependant. Both jobs, in and out of the home were vital to keep the country running. Jobs were of the same importance, they were both very hard to keep up with, but working in the factory and not working at home would be impossible. There would always be a little bit of cooking and cleaning to do at home. Working in the civil defence, or the armed forced was just as hard as struggling to feed and clothe your family. Without any income, a family cannot survive. Women had no choice but to work. Not only were they working for their childrens health and safety, they were also helping out in the war effort at the same time. Women were of high importance in whatever they did. Their contribution to everything helped Britain win the war!

Collection of Poems by Various Authors Essay -- Edgar Allen Poe Langst

Collection of Poems by Various Authors Poet Biography, Edgar Allan Poe The Raven by Edgar Allan Poe Mamie by Carl Sandburg Explication, Mamie by Carl Sandburg Two Strangers Breakfast by Carl Sandburg Mag by Carl Sandburg Explications of Two Strangers Breakfast and Mag by Carl Sandburg Reasons Why by Langston Hughes Explication of Reasons Why by Langston Hughes The Faces of Our Youth by Franklin Delano Roosevelt Enjoyment, Explication, The Faces of Our Youth by Franklin Delano Roosevelt Annabel Lee by Edgar Allan Poe Explication Annabel Lee by Edgar Allan Poe Works Cited Poet Biography Edgar Allan Poe Edgar Allan Poe is one of the best-known American poets. His most famous poem is The Raven, a copy of which is included. His first poetry book, Tamerlane and Other Poems is so rare that it sells for two hundred thousand dollars per copy. Poe was also a mystery writer and he is often called â€Å"the father of mysteries.† Overall, Poe has greatly influenced American culture. Edgar Allan Poe was born on January 19, 1809, in Boston, Massachusetts. His mother, an actress named Elizabeth Arnold Poe, died in 1811 when Edgar Allan Poe was two. Because of this, he was put up for adoption. He was taken into the home of John Allan, who was a tobacco merchant. Poe attended grade school in England and Richmond, Virginia. He attended the University of Virginia for one year. He had to leave because his stepfather refused to pay tuition. Poe’s stepfather did, however, send Poe a little but of money every month. With that money, Poe was able to live comfortably and still have time for his writing. In 1832, after publishing three poetry books, the Philadelphia Saturday Courier printed five of his prose tales. On May 16, 1836, Poe married his younger cousin, Virginia Clemm. On January 30, 1847, she died. This death caused Poe much sorrow and he became an alcoholic. About three short years later, Poe was found dead on October 7, 1849. The conditions of his death are mysterious. After a visit to Norfolk, Virginia, and Richmond, Virginia, Poe was found unconscious and taken to a hospital, where he dies the following Sunday. Poe is buried in the Westminister Presbyterian Church in Baltimore, Maryland. The Raven By Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary, Over many a q... ...s lover is dead, he still loves her and will never stop loving her. I think that this is saying that two people who are truly in love cannot ever fall out of love. Even death cannot make their love go away. To me, this poem is an example of what everyone wants someday, true love. This poem has been my favorite poem ever since I first read it. I like how when you read it aloud it has a great rhythm to it and sounds very sing-songy. I believe that this is a wonderful poem with a meaningful message and I hope that one day I can experience this type of love for someone. Works Cited Canfield, Jack, and Mark Victor Hansen, and Kimberly Kirberger, eds. Chicken Soup for the Teenage Soul III. Deerfield Beach, Florida: Health Communications, Inc., 2000. Haskins, James S. Always Movin’ On. New York: Franklin Watts, 1976. Hendrick, George, and Hendrick, Willene, eds. Carl Sandburg, Selected Poems. New York: Harcourt Brace and Company, 1996. Washington, Peter, eds. Poe: Poems and Prose. New York: Everyman’s Library Pocket Poets, 1995. Wilson, James Southwall. A Summary of Facts Known About Poe. Edgar Allan Poe Museum: 30 Movember 2000, .

Employee Privacy Essay

Failure by employees to adhere to work ethics especially in the advent of Internet has led organizations to engage employee-monitoring activities. Where employees adhere to the professional code of conduct less challenges and problems in terms of bad conduct, scandals and conflicts are avoided in the work place. Security and Privacy have become synonymous with Internet use. Rarely can any one think of doing online transactions without first worrying about the twin issues of security, and privacy. Internet security is particularly a tricky and complex phenomenon because of the lack of universality in implementation of various security policies and acts. Secondly, the advent of Internet as well as its ever-rising relevancy and popularity has caught many stakeholders including governments, software companies as well as regulatory agencies by surprise. At first, few would imagine that Internet could be used negatively by employees. However, this has in recent times become a reality and employee abuse of office resources can authoritatively be termed as one of the most dangerous crimes facing organizations today. Finkin, 1995. Professionalism is the practical behavior portrayed in a place by both the employer and employee. Professionalism entails a number of characteristics key of which are the right focus towards the job, positive attitude and being goal oriented. Whether employee monitoring is professional behavior or not is very much debatable but definitely it is unfair for an employer to jump into secretly monitoring and surveying employees in the work place without their consent. Once employees notice that, they are under surveillance they are likely to become irritated and betrayed. As much as employers’ have a right to take all measures possible to cut down costs of production especially by minimizing wastage, this should be applied up to agreeable limits without infringing on personal freedom. Professionalism involves display of interest in the job, good communication skills, work etiquette, accountability and commitment to teamwork. If both the employer and employee adhere to professional conduct in their respective roles, incidences, which warrant surveillance, would significantly drop. In some instances, some employers rush into surveillance at the slightest provocation and sometimes the fear is not warranted at all. Majority of the organizations are rushing to install monitoring systems not because of security threats but rather because of technological evolution. S. Elizabeth, 1998. Their argument is valid bearing in mind that many organizations are keen to embrace modern information technology for the sake of public relations as opposed to warranted situations. Revolution in information technology has impacted on professionalism in that employers are more likely to overlook the professional aspect of a decision in favor of technological advantage, which comes with the kind of decision. Interestingly, many managers do not carry out studies to establish the employees’ attitudes towards such a decision before making those decisions. Privacy. Privacy can be defined as the personal interests touching on the individual’s right to personal space, whereby freedom from interference is guaranteed by the state or the organizations one works for. Hunt, 1984. Privacy of personal communication in the work place is jeopardized when an individual’s communications is tempered with, therefore curtailing the freedom of communication of the individual. The most common way this occurs in organizations is whereby the employer or management tracks and accesses employee communication otherwise not meant or directed to them. This occurs when employers use modern technology such as electronic surveillance to hack employees’ private information. A recent business survey on the extent of electronic surveillance in work places in US established a growing trend of employers in many corporate organizations using modern technologies to hack employees’ private information. This is alarming especially when it is coming in the wake of employee concerns about the advent of one being surveilled against their wish all day long. The prospect of gathering and sharing information amongst departments in organizations has made it easy to conduct business while at the same time cutting cost of communication dramatically. According to current research findings, it is approximated that most companies save up to 20 percent of operational costs by embracing modern technology. Finkin,1995. This is a significant amount of revenue considering that businesses exist to make profits by embracing effective and efficient technology. This leaves no doubt that effort to embrace information technology as long as it is applied in the right way is welcome. Despite the ranging debate on the right of employees to privacy, the employers seem to justify their action and every step of it. Before the advent of surveillance technology in the local organizations, the existence of employee theft especially in retail companies and in some key departments in organizations was a common occurrence. Finkin, 1995. Employers monitor employees for three major reasons; one legal liability, security, and productivity. All the three reasons put forward seem to be justifiable reasons but there is a need for legislation to govern the process for such legal framework lacks in most of the organizations. Majority of the big organizations in USA have adopted monitoring as way of ensuring security and not mainly for surveillance of employees. The latter is not a priority but employers cite it as a good deterrent to those employees who may want to misuse company property. Although the main purpose put forward for the introduction of the monitoring system was for the purposes of detecting crime, it is worthy mentioning that employers do use evidence garnered from the cctvs in apprehending workers for gross misconduct in the work place. McWhirter, 1989. In conclusion, it is not fair for an employee to oppose being monitored while he/she continues to act unprofessionally in the workplace. No employer will risk their business at the expense of employee privacy. It is therefore worthy noting that, depending on the situation, monitoring employees can be justified as long as it makes business sense.

Importance of Teachers Essay

A teacher affects eternity; he can never tell where is influence stops. – Henry Adams Teaching is a timeless profession. It is the basis of all other professions. Good teachers plant seed that make good doctors, good accountants, good public servants, good statesmen, good taxi drivers, and good astronauts. When former students return to see me over the years, my heart fills up in the knowledge that I have been part of a wonderful accumulation of experiences that followed them through life. – Mary Bicouvaris. If your plan is for a year, plant rice. If your plan is for a decade, plant trees. If our plan is for a lifetime, educate children. – Confucius I am a teacher because of teachers. They showed me that someone other than my mother could love me. – Guy Doud In a completely rational society, the best of us would be teachers and the rest of us would have to settle for something else. – Lee Iacocca What else is needed is something that teachers themselves are reluctant to talk about openly and it’s our respect for them. It’s what is missing in America, and it’s what has been too long withheld from a profession so important to our national well being, as important as doctors or captains of industry or TV commentators. From sunup to sundown, the school teachers you have seen tonight work harder than you do – no matter what you do. No calling in our society is more demanding than teaching. No calling in our society is more selfless than teaching. No calling in our society is more central to the vitality of a democracy than teaching. – Roger Mudd To me the sole hope of human salvation lies in teaching. – George Bernard Shaw Each of these quotes speaks to me, not merely because I am a teacher, although that is part of it. Like Guy Doud, I am in part a teacher because of other teachers, and love – directly expressed or not – was certainly part of it. It was my AP American History teacher Thomas Rock who challenged me to live up to what I could do, and it was Music Professor John Davison who demonstrated the deep love for every student who passed through his care, including me. I hope that I return both lessons with my own students. I know the importance of respect. I cannot demand it from my students but must earn it, in large part by acting with respect towards them. It might be helpful were the media and many politicians and far too many parents not reinforcing a different attitude. In part it is because we do not pay teachers, and if they make so little, they cannot be that important, right? Except, as I might note, in one 45 minute period I spend more quality time with some of my students than they get from their parents, which is a different tragedy. Our society needs to reexamine how we value people, and not have such an emphasis on money and overt power. The Henry Adams quote is one I have long cherished. The affects of my own teachers continue on me today. And I have now taught long enough to be no longer be surprised at some of the students who come back to thank me. It worries me that some of my long-term affects upon students might not be so salutary, which is one reason I try to be aware of how my words and actions can have impact far beyond their immediate purpose. I am only in my 13th year of teaching, but am already experiencing some of what Mary Bicouvaris writes about. If you are a parent, you have every right to demand that your children’s teachers see them as individuals, but please remember yours may be one of almost 200 children that teacher deals with every day. If you want more personal attention for your child, demand smaller classrooms, lower student loads per teacher so that they are capable of giving that attention. If you are a policy maker, remember that the decisions you make can support or prevent the kind of teaching environment that makes a difference in the life of a child. Teaching is about much more than cramming information into heads so that it can be given back on high stakes tests which really do not tell us all that much useful information. All of us have had teachers. And even if we were too shy, or too stubborn, to express our thanks at the time, we can always drop a note or make a call, or if possible stop by and say hello, and thank those who made a difference for us. Sometimes we worry about the students who pass through our care, that we did not do enough, care enough, and it can help a teacher who is wondering whether to continue the struggle to hear of the differences s/he made. Sometimes that can be the one thing that keeps a teacher going for one more year. I know I can make a difference. And I am not making these requests on my own behalf. But while I claim to speak for no one except myself, I also acknowledge that I have a voice – and a keyboard – that seems to be able to express in ways others may not be able to, to reach eyes and ears and minds to which many do not have access. So this is my offering today. It is about the importance of teachers. You probably already know about that importance, but I figured a gentle reminder might not hurt. Peace.

How to Conjugate Brosser (to Brush)

How to Conjugate Brosser (to Brush) The French verb brosser means to brush. To say I brush my teeth or She is brushing her hair, you would use the reflexive se brosser. (Je me brosse les dents and Elle se brosse les cheveux.) Brosser is a regular -er verb. How to Conjugate the French Verb Brosser Like any regular -er verb, you start conjugating brosser by determining the stem. The stem is bross- (the infinitive minus -er), and you complete the conjugation by adding the ending that matches the subject pronoun and tense youre using. These charts will guide you to choosing the proper ending. Present Future Imperfect Present participle je brosse brosserai brossais brossant tu brosses brosseras brossais il brosse brossera brossait nous brossons brosserons brossions vous brossez brosserez brossiez ils brossent brosseront brossaient Subjunctive Conditional Pass simple Imperfect subjunctive je brosse brosserais brossai brossasse tu brosses brosserais brossas brossasses il brosse brosserait brossa brosst nous brossions brosserions brossmes brossassions vous brossiez brosseriez brosstes brossassiez ils brossent brosseraient brossrent brossassent Imperative (tu) brosse (nous) brossons (vous) brossez How to Use Brosser in the Past Tense To say you brushed something, youll most likely use the passà © composà ©. Brosser uses the auxiliary verb avoir and its past participle is brossà ©. However, whenever youre constructing the passà © composà © with a reflexive verb, the auxiliary verb is à ªtre. For example: Je me suis  brossà © les dents.I brushed my teeth. Il a brossà © le chat.He brushed the cat.

A Comparison of Night Walker and Roselily Essays - Fiction

A Comparison of Night Walker and Roselily Brent Staples' Night Walker and Alice Walker's Roselily both present a glimpse into the world view of African-American culture through human characters set in ironic situations. The tone of Roselily is one of sardonic condemnation, whereas the tone of Night Walker is one of melancholy and anger in the face of alienation. Both deal with victimization, Night Walker's being derived from being mistaken for a criminal, and Roselily's dealing with the confines of a traditional marriage and the anxieties which result. Walker and Staples' stories hold an unusual irony as the perceived innocent are victims, and the perceived aggressors are the persecuted. Walker makes use of many descriptive images from the young woman who begins, "...dragging herself across the world."(P 335) to the "...crush of well-wishing people..." Each paragraph is anchored to the marriage by a preceding verse from a traditional marriage ceremony. Staples' descriptive images, though more contemporary in time, rely upon heavy contrast to sharply underscore his points. For instance describing, "...a relatively affluent neighborhood in an otherwise mean, impoverished section of Chicago." Morgan Glines English AP April 12, 1997

Summary Essay Example | Topics and Well Written Essays - 500 words - 94

Summary - Essay Example Apparently the author assumes that responsibility of protection is indeed a reinforcement of the obligations. Evans is steadfast in expressing the core issue in the article. First, Evans states that there is need to talk about the mass destruction of human beings which includes genocide, ethnic cleansing and war crimes among other crimes against humanity (Evans, 2). The author seeks to address several solutions to the problem and how they can be alleviated. For example, the author states that human rights activists have to step up in ensuring such instances are reduced. Thirdly, the author expresses the need to focus on the consensus that has been achieved. This is to give information on the progress and how the situation will be improved. Lastly, the author talks about solving all the problems in the world. This is with an assumption that the world’s problems could be annihilated through a humane and peaceful way. Bulley is focused on analyzing the ethical foreign policy. The author states that the ethical foreign policy was instigated to make decisions in difficult situations. This is where all choices have consequences and the decision makers have to consider the choices (Bulley 442). For example, Iraq is a country that has had a situation that would have many solutions. However, each of the solutions would have consequences. In this case, the author assumes that there are other avenues that could be used whereas the consequences are minimized. Though it would take time to implement such solutions, it would be a prudent approach especially when saving humanity. The author states that due to the choices made in Iraq, there has been an eruption of humanitarian crisis. Therefore, there should be better avenues of solving such situations rather than bringing more implications. Chomsky explicitly states that some principles that apply in the world benefit some people. For example, the author states