The Battle :: essays research papers

The Battle   Ã‚  Ã‚  Ã‚  Ã‚  The sun was touching the tree tops as it slowly descended in the horizon. Shadows were cast on the ground. The air was still hot and humid from the midday. A bit of a breeze was beginning to blow from the east sending a slight chill through our spines. We stepped unto the grounds and surveyed our surroundings. The playing field was perfect just like we had all imagined it would be. In the far distance there was woods along with a wide shallow stream. In front there was a field scattered with shields and barricades. We divided into units and went to gather up our gear. With our equipment in hand the whistle blows and friends become foes. Our mission was to survive, be the last team standing, we were to annihilate our opponents. With the signal given the war was under way.   Ã‚  Ã‚  Ã‚  Ã‚  My teammates and I gathered together at our base. There we came up with a battle plan. We were to separate and head in different directions eventually meeting up at an undisclosed location where we would ambush the enemy’s base . After everyone was clear on the objective we split up and went out to battle.   Ã‚  Ã‚  Ã‚  Ã‚  I ran across the field to the nearest shield and collected my thoughts. I could hear the orders being shouted from my fellow comrades in the distance as they engaged in a brawl with the enemy, â€Å"duck, cover, fire, fire†. Soon the brawl ended with a small victory as they scattered out into the sunset. My heart was pounding in my stomach. The sounds of the earth were magnified in my ears. Then it came to me, this was a war, this was life or death. Shoot or be shot, the setting had changed. With the new thoughts in mind I held tightly onto my gun gathered all my strength and courage and charged into battle.   Ã‚  Ã‚  Ã‚  Ã‚  I made my way slowly and quietly into the deep woods, like a recon soldier. My mind and senses were focused on the enemy. As I made my way down the beaten path I spotted movement in a far bush. I dropped to the ground and pushed my body flat against the cold earth. After a few seconds of silence I knew that I had not been seen. I crawled around the bush so I could see my pray. She sat there so still she blended in with the green color of the leaves.

Constitutional Law of the European Union Essay

The European Court of Justice is the driving force behind European integration. The ECJ had elaborately defined the doctrines of supremacy and direct effect of the EC Law and provided remedies for damages caused by breach of EC Law by a Member State . Despite the initiatives of the ECJ, there have been conflicts between Community law and national law. Moreover, the ECJ made it clear that the EC law had supremacy over national law in the event of conflict as evidenced in the case of Costa v ENEL, wherein it held that a preliminary ruling by the Italian courts based on their national law would be of no significance. In Simmenthal, the ECJ clarified that the Community law was to take precedence over national law and that any provision of the national law that contravened the Community Law would be rescinded by it. Moreover, the ECJ prohibited the implementation of any national law that was in conflict with the Community law. The ECJ further ruled that no fundamental provision of any national law could challenge the supremacy of a directly applicable Community rule . This supremacy of Community law is one of the constitutive principles of the integration of the European Community legal order and it has been well embedded in the Treaty that established a Constitution for the European Union. The doctrine of supremacy of Community law, the principles of direct effect and uniform applicability are the primary ingredients of the Community. They are fundamental to the promotion of an effective Community legal order and form the unseen pillars of the European Constitution. Further, the doctrine of supremacy is the actual concrete personification of this constitutional power . The national constitutional courts of Member States found it very difficult to adopt the doctrine of supremacy and in the initial stages the Italian and German constitutional courts almost refused to adopt this doctrine into their respective national legislations, because they felt that they would be surrendering their power of constitutional review of secondary community law. Subsequently, the enlargement of the European Union provided a new paradigm to this doctrine of supremacy. This doctrine of supremacy was enforced by the ECJ in Costa v ENEL . This doctrine is a jurisprudential creation of the ECJ. Further, the Court clarified that the EEC Treaty had adopted a new legal system, which the Member States had integrated into their national legislation. Accordingly, the national courts were required to apply the Community law without any deviation and this generated a number of debates in the Member States. Ultimately, it was accepted by the Member States. However, total supremacy over the national constitutional provisions has not been achieved . In Frontini the Italian Constitutional Court had opined that the 1957 Act, which had accepted the provisions of the EEC Treaty, did not breach the Constitution. Moreover, the Italian court reserved to itself the right to review the continuing compatibility of the Treaty with the Constitution . In another case the Italian Constitutional Court, while accepting the precedence of Community law, maintained that the court had competence over any aspect of the relationship between Community law and municipal law . These decisions clearly established that the national constitutional courts had not completely accepted the supremacy of Community law. The German Constitutional Courts voiced their concern over the protection of fundamental rights in the decisions given in Solange I and II and introduced the concept of Kompetenz – Kompetenze. Even in the Banana case the German constitutional Court declined to give up its power to review secondary community legislation in order to protect fundamental rights . In the United Kingdom this doctrine created several problems, because the UK constitution bestows absolute power on Parliament. Further, the UK ratified a dualist policy concerning the relationship between international treaties and national law. Although such treaties were signed by the UK, they were not incorporated into the domestic law of the UK. In order to incorporate the treaties into national laws, the Parliament had to ratify them and this resulted in a problem in respect of accepting the doctrine of supremacy of Community law over national law. In the famous Factortame case the concept of the supremacy of Community law was subjected to a vast amount of discussion. In that case Spanish fishermen had argued that the norms for registering vessels under the Merchant Shipping Act 1988 were discriminatory and in conflict with the provisions of the EC Treaty. The House of Lords refused to grant any interim injunction against the Crown. The applicants in this case claimed that this would violate the Community law and the result was that a reference was made to the ECJ, which ruled in favour of these applicants. The ECJ further held that any piece of legislation in the national law that prevented a court from issuing interim relief would be tantamount to the violation of the Community law . The EOC case dealt with the suitability of the UK statute regarding unfair dismissal and redundancy pay in the broader context of the EC law . The UK law provided different benefits to employees working in full –time and part – time jobs. The appellant in the case, the Equal Opportunities Commission, opined that the statute was discriminating against female employees, which was in contravention of Article 141 of the EC Treaty and to other Community directives. The House of Lords held that the national legislation had violated the EC law and upheld the contention of the EOC. The approach of the European Court of Justice is at variance with the customary doctrine of precedent that is entrenched in domestic law. The objective of the ECJ is to bring about a European Union that follows the same law throughout its Member States and to this end it constantly endeavours to promote the EC Treaty. This could result in a change in the interpretation of legal principle over a period of time. Moreover, the ECJ bases its decisions on the extant circumstances and not on precedent. National courts of Member States in the European Union can obtain a preliminary ruling regarding the interpretation of European Union Law from the ECJ on the basis of the provisions inherent in Article 234 of the EC Treaty. However, it is not the primary objective of the ECJ to take decisions regarding the compatibility between the domestic and European laws. Further, it is also not the primary aim of the ECJ to apply the European Union Law to some specific facts of a case . The ECJ indicates the principle to be applied in a particular case and the case will have to be decided in the originating court, however, the ECJ ruling will have to be implemented by such a court. In the absence of an appeal from a national court, a reference will have to be made by the originating court, in case it is of the opinion that a clarification in respect of European Union Law is required. Nevertheless, there are instances where an ET, EAT or Appellate Court has to make a reference to the ECJ in order to pronounce judgement that is in accordance with the EU law. The function of the advocates general is to aid the judges in their judicial work. They do this by submitting analyses and recommendations regarding the issues raised in a particular case . In addition to the rights conferred on the nationals of the EU Member States by their respective national constitutions, the EU law comprises of another source that grants rights to them. As such the European Union law constitutes a legal system that in addition to being independent also, perhaps more importantly, takes precedence over the national laws of the Member States of the European Union. This European Union law comprises of treaties, which constitute primary legislation and regulations and directives that constitute secondary legislation. The importance of regulations is that they directly require compliance from the Member States without having to be codified into the national laws. However, in respect of the Directives, which are also legally binding, the onus of implementing them rests squarely with the Member States and these Member States have to do so by resorting to the relevant national law legislation on or before the final date set by the EU for such implementation. Accordingly, Article 189 of the European Economic Treaty states that â€Å"A Directive shall be binding, as to the result to be achieved, upon each Member State to which it is addressed, but shall leave to the national authorities the choice of form and methods. † The European Court of Justice, subsequent to taking cognizance of the fact that Directives have to be implemented by the Member States, declared that individuals were well within their rights to ensure the implementation of Directives even in the event of failure by the Member States to meet the deadline set by the EU. In addition, individuals were permitted to enforce such rights in the national courts. The Van Gend en Loos decision unequivocally established the fact that in addition to creating obligations for the Member States to implement the Directives it also creates rights for the individual citizens of these Member States . The right of the Member States and the European Commission to proceed against other Member States before the European Court of Justice does not prohibit the lodging of complaints by individuals against the Member State to which they belong in their national courts. In this context, the European Court of Justice ruled that Article 12 of the EEC results in direct effect, which in turn result in the creation of rights for individuals and that these rights had to perforce protected by the national courts. Consequently, individuals have been empowered to ensure that rights granted by the Directives are enforced in the national courts . The offshoot of this is that individuals can ensure the implementation of human rights by resorting to legal action. In the Becker case it was clarified that if there is unconditionality and adequate precision in the provisions of a Directive that bestows individual rights, then individuals can resort to such provisions to contest the relevant national law . Furthermore, in the Francovich case the European Court of Justice established a test in three parts, which was to be utilized in order to ascertain whether the provisions that were inherent in a Directive, were sufficiently precise and unconditional in creating a right that was applicable to individuals. The ECJ has to consider the identity of the persons who are supported by the guarantee and the content of the guarantee. The identity of the person in breach and who is liable to pay the guarantee has also to be ascertained. Private persons and institutes cannot be subjected to the provisions of the Directives, because it is only the state that is subject to the Directives. The decision in the case of Francovich served to establish that damages could be claimed by an individual in a national court, in the event of a Member State’s failure to implement a Directive properly. The ECJ clarified that the spirit of the European law and the protection of rights would become ineffective if an individual failed to secure compensation. Moreover, the States are required to implement Directives wholly and properly. The ECJ decided in Brasserie du Pecheur v. Germany that there must be a sufficiently serious breach by the State in order to determine its liability. This dictum applies to situations where national legislation is implemented improperly and inconsistently with a Directive. In order to determine whether Community law was breached with sufficient seriousness, it is sufficient to demonstrate that the Member State or Community institution had seriously and knowingly ignored the limits to its discretionary power. Some of the factors that the court has to consider are the exactitude and clarity of the rule that was breached, the amount of discretion allowed to the national or Community authorities, whether the damage caused was intentional or not and whether there had been any adoption or rejection of measures that were in violation of the Community law . Member States for whom the Directives are specifically issued should be bound by them. Sometimes Directives can be addressed to one Member State or a group of them, but in general Directives are addressed to all the Member States. The exception to this practice is in respect of Directives that pertain to Common Agricultural Policy. The European Commission initiates a binding legal action in situations where a Member State fails to incorporate the provisions of a Directive into their national legislation or if the national legislation fails to properly fulfill the requirements of the Directive. Previously, the Directives were not adequately binding upon the Member States in their implementation. To address this problem, the ECJ promoted the doctrine of direct effect. Thus even if a Member States fails implement the Directives there is legal initiation under the principle of direct effect. This was clearly established in the case of Francovich v Italy. In that case, the ECJ attributed liability to Italy for its failure to implement a Directive. The Easytalk was a private limited company that had been formed with help from the UK government. It was established in order to encourage students in the EU to come to the UK in order to learn English. This company advertised all over the EU universities by means of pamphlets, in which it was stated that the course instructors would be highly qualified scholars in English with a great deal of teaching experience. A Directive was issued by the EU that prohibited the issuance of advertisements that misled and imparted false information. This Directive was to be implemented by January 2007. However, the UK government failed to implement this Directive by this deadline and in effect this Directive had been ignored by the UK government, because the latter was of the opinion that this Directive was unlawful. Subsequently, a French student, Antoine came to the UK and registered for a course that taught English. However, once the classes commenced, Antoine realized that the faculty comprised of students who were not qualified teachers of English as a foreign language. On being approached, the institute where he had enrolled refused to refund the fees paid by him. The direct effect of directives has been restrained by the concepts of vertical and horizontal effect. Van Duyn and Ratti affirmed that directives only have vertical effect so that an individual who is affected by the states’ failure to implement a directive properly or not at all only has rights against the state and not against a non-state entity or other individuals, as the directive imposes the obligation of implementation upon the state. Therefore a horizontal limitation was placed upon the scope of the direct effect of directives. This principle was addressed in Marshall v Southampton and South West Hampshire Health Authority , in which the applicant who was employed by the Health authority, was required to retire at the age of sixty – two years, while men doing the same work did not have to retire until the age of sixty – five years. Although under national law, by virtue of the Sex Discrimination Act, this was not discriminatory, she succeeded in her claim for unfair dismissal by relying on the Equal Treatment directive, which had not been implemented in the UK. This directive was sufficiently clear to have direct effect but the courts took the opportunity to confirm that a directive may not of itself impose obligations on an individual and that a provision may not be relied upon as such against such a person. Therefore since the health authority was an organ of the state, the directive had vertical direct effect. Since the respondent in this problem is a private limited company, the claimant cannot approach the Commission under the vertical direct effect. However, he can seek justice under the EU law by resorting to the procedure of indirect effect. Since, the UK government had not implemented the Directive; the claimant can approach the national courts of the UK to compel the government to apply the Directive. In respect of damages, the ECJ further held in R v H. M. Treasury, ex parte British Telecommunications plc that parties who had sustained loss as a result of incorrect implementation of a directive by a state, could claim damages for the loss sustained on such an account. In contrast to this, if a state has failed to fulfill its obligations regarding Directives, whether by non-implementation or incorrect implementation, an individual cannot request invocation of the horizontal direct effect of a directive against another individual. Similarly the effectiveness of non-implemented or incorrectly-implemented directives that do not have direct effect through the horizontal limitation has been enhanced through the doctrine of indirect effect, which emerged from Von Colson . In this case the ECJ held that national courts are required to interpret their national law in light of the wording and the purpose of the directive so that the directive is given some effect despite the absence of proper domestic implementation. This principle may be used under two circumstances; first, where the defendant is a state entity but a directive is not vertically directly effective as its provisions are insufficiently precise, conditional and require further state action for their implementation. Second, the provisions of a directive could be indirectly enforced against a non-state entity i. e. it could be applied horizontally as between individuals. The court was confronted with a ‘horizontal’ situation in Marleasing , in which this position was confirmed. Therefore, if national law was in existence that could be read in conformity with a non-implemented directive, then an individual could enforce a legal remedy against another individual through the interpretative route without seeking to enforce the directive directly and encountering the barrier to horizontal effect. In respect of the Easytalk institute the claimant can file a case for breach of contract and false representation in the UK courts in order to obtain redressal for the loss, damage and frustration caused to him. The question arises as to whether the aggrieved individuals can claim damages against the state in the national courts. The ECJ clarified that the state had to pay compensation for the damages caused due to non – implementation of a Directive and that the conditions laid down for such claim of damages must not be less reasonable than what was specified for a domestic claim. Furthermore, the Member State should not unduly complicate the claim process.

The Parapet and Battlement - Using Castle Architecture

Leadership is a process of getting things done through people - Free Essay Example

Sample details Pages: 14 Words: 4098 Downloads: 7 Date added: 2017/06/26 Category Management Essay Type Narrative essay Did you like this example? What is Leadership? Leadership is a process of getting things done through people. The quarterback moves the team toward a touchdown. The senior patrol leader guides the troop to a high rating at the camporee. Don’t waste time! Our writers will create an original "Leadership is a process of getting things done through people" essay for you Create order The mayor gets the people to support new policies to make the city better. It is said leaders are not made but are born. Great leaders will arise when there is a great need. These leaders are getting things done by working through people football players, Scouts, and ordinary citizens. They have used the process of leadership to reach certain goals. Leadership is not a science. So being a leader is an adventure because you can never be sure whether you will reach your goal at least this time. The touchdown drive may end in a fumble. The troop may have a bad weekend during the camporee. Or the citys citizens may not be convinced that the mayors policies are right. So these leaders have to try again, using other methods. But they still use the same process the process of good leadership. Leadership means responsibility. Its adventure and often fun, but it always means responsibility. The leader is the guy the others look to to get the job done. So dont think your job as a troop leader or a staff member will be just an honor. Its more than that. It means that the other Scouts expect you to take the responsibility of getting the job done. If you lead, they will do the job. If you dont, they may expect you to do the job all by yourself. Thats why its important that you begin right now to learn what leadership is all about. Wear your badge of office proudly. It does not automatically make you a good leader. But it identifies you as a Scout who others want to follow if youll let them by showing leadership. You are not a finished leader. No one ever is, not even a president or prime minister. But you are an explorer of the human mind because now you are going to try to learn how to get things done through people. This is one of the keys to leadership. You are searching for the secrets of leadership. Many of them lie locked inside you. As you discover them and practice them, you will join a special group of people-skilled leaders. Leadershi p was based on the study of people who are already great leaders. These people awere often from the aristocracy, as few from low classes had the opportunity to lead. This contributed from the notation that leadership something to do with breeding. We all recognize that some of the greatest leaders known to humanity have been the founders of various religions. The Buddha, Confucius, Jesus Christ, and Prophet Mohammad are fine examples of religious leadership. On the other hand, Alexander the Great, Chenghiz Khan and Napoleon Bonaparte, for instance, exemplify Personal leadership involves living in balance, living according to your personal values, accepting responsibility for their lives, living with a deep sense of purpose and striving towards a personal vision. Personal leadership is the foundation of all other leadership contexts, the bottom line is, if youre unable to lead yourself effectively, youll be unable to lead others effectively. Leader requires to manage team dy namics, manage team processes and personalities, in a manner that enables each team member, to contribute according to their unique abilities. Good team leaders develop teams consisting of individuals, where each individuals strengths compensates for anothers weakness, creating an aligned high performance team. Building upon the team leadership practice, Leadership creates alignment across teams, ensuring the successful execution of strategy. The practice of leadership is primarily about creating alignment, improving processes, staying focused, communication and developing relationships. I believe that good quality business unit leadership is essential to ensure the successful execution of organizational strategy. While there are not specific characteristics that define a leader, there are a number of qualities of leadership that can be seen valuable in leaders.   These include integrity, honesty, humility, courage, commitment, sincerity, passion, confidence, positivity , wisdom, determination, compassion, sensitivity, and a degree of personal charisma.   These are not things that make a leader, but they tend to be some of the qualities of a leader and are often shown by their actions. While leadership is largely about behavior, that behavior will never be different from others without the ability to act on new ideas.   A leaders ideas direct their actions, decisions and new behaviors.   Ideas are the only way to challenge things we currently do and belief and a great leader is able to shift and motivate people from a static life to one of great transformation changing views, beliefs and values.   All these changes ultimately lead to new an action which is what leadership is driving to change. Concepts Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience. Thi s guide will help you through that process. To inspire your workers into higher levels of teamwork, there are certain things you must be, know, and do. These do not come naturally, but are acquired through continual work and study. Good leaders are continually working and studying to improve their leadership skills; they are NOT resting on their laurels. Before we get started, lets define leadership. Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Leaders carry out this process by applying their leadership attributes, such as beliefs, values, ethics, character, knowledge, and skills. Although your position as a manager, supervisor, lead, etc. gives you the authority to accomplish certain tasks and objectives in the organization, this power does not make you a leaderit simply makes you the boss. Leadership differs in that it makes the followers want to achieve high goals, rather than simply bossing people around. Bass (1989 1990) theory of leadership states that there are three basic ways to explain how people become leaders. The first two explain the leadership development for a small number of people. These theories are: Some personality traits may lead people naturally into leadership roles. This is the Trait Theory. A crisis or important event may cause a person to rise to the occasion, which brings out extraordinary leadership qualities in an ordinary person. This is the Great Events Theory. People can choose to become leaders. People can learn leadership skills. This is the Transformational Leadership Theory. It is the most widely accepted theory today and the premise on which this guide is based. When a person is deciding if she respects you as a leader, she does not think about your attributes, rather, she observes what you do so that she can know who you really are. She uses this observation to tell if you are an honorable and trusted leader or a self-serving person who misuses authority to look good and get promoted. Self-serving leaders are not as effective because their employees only obey them, not follow them. They succeed in many areas because they present a good image to their seniors at the expense of their workers. The basis of good leadership is honorable character and selfless service to your organization. In your employees eyes, your leadership is everything you do that effects the organizations objectives and their well-being. Respected leaders concentrate on what they are [be] (such as beliefs and character), what they know (such as job, tasks, and human nature), and what they do (such as implementing, motivating, and providing direction). What makes a person want to follow a leader? People want to be guided by those they respect and who have a clear sense of direction. To gain respect, they must be ethical. A sense of direction is achieved by conveying a strong vision of the future. The Two Most Important Keys to Effective Leadership A Hays study examined over 75 key components of employee satisfaction. They found that: Trust and confidence in top leadership was the single most reliable predictor of employee satisfaction in an organization. Effective communication by leadership in three critical areas was the key to winning organizational trust and confidence: Helping employees understand the companys overall business strategy. Helping employees understand how they contribute to achieving key business objectives. Sharing information with employees on both how the company is doing and how an employees own division is doing relative to strategic business objectives. Styles of Leadership Effective leaders care not only about whether they win or lose, but also about how they play the game. In the end, the personal choice that we must make about whether to engage the mindset of authority or that of leadership can define our own future as well as the future of those around us. The talk saw th e leading industrialist underlining the difference between the authoritative and nurturing leadership styles as the hard and soft components of management. They thrive on a decision making process though a skillful exercise of combining analysis and comprehension of the matters at hand and beyond. Leaders understand challenges but they will not turn challenges into fears. They understand opportunity but will not turn opportunity into adventure. They have a total grasp of the delicate balance of risk and reward as they push ahead towards progress and prosperity. Styles Good leaders will use all three styles depending on all situations with only a minor difference to their natural style.   Poor leaders will generally stick with one style and not adjust for different situations limiting their influence greatly and it can be one out of these. Autocratic Participative Free reign Authoritarian style where are decisions are centralized as in dictatorship. No suggestion and advises are entertain or encouraged. It is a successful and practiced to provide strong motivations to managers in any organization. The outcomes are quick decision making as there is only one person to make decisions for ever one and it is retained to himself unless he feels the need to be shared. Democratic style is a style contrary to the above one. Here this style favors decision making by group as in leaders generates instructions after a consulting a group or group of professional. They can seek co-operation from a group or professional and motivate the m by their involvement in goals. The outcomes of the democratic leader are not serotype as with the autocrat because they arise from consultation with the group members and participation by them. Free rein style a free reign leader will lead by leaving the decisions to its subordinates i.e., they are given a free hand in deciding their own policies and methods. Different situation style can be applied in different situations. In an emergency where there is little time an autocratic style is best suitable however in a motivated and homogenous team democratic would be more suitable. The style adopted should be the one that most effectively achieves the objectives of the group while balancing the interests of its individual members. The practice of organizational leadership involves developing strategic direction, leading change and managing cultural transformation. Organizational leadership is crucial to maintain the fit between the external, fast changing, marketplace and th e internal organizational processes to build organizational resilience. The following is my list of the characteristics of a good leader. Vision leaders must have a good and clear vision. They must believe in them self and can motivate people in believing and following them. There vision for things is what it could be not what they are. Wise leaders have to go for critical calls are difficult points. A leader has to be wise and knowledgeable in order to make a correct call for a successful organization. They are strategic, wise and perceptive. Passionate good leaders are very passionate aabout their work and people. There obsession makes them entirely focused on what they do it may be sports hobby or business. They operate in a high level of passion that they get totally consumed in it. Compassionate good leaders have compassion for the people, employs and supporters. While these leaders have goals to accomplish, they consistently care for the individuals that support them. They are not selfish and have hear for people they follow. Charismatic most good leaders are charming and they draw the attention of the people by the way they talk and the way they carry themselves. They are excellent in building relations and maintaining them. Persistent they have strong will power towards their goal. They anticipate the problem towards their goals. They see that the advantage of attaining their goals is larger than that of the problems that occurred. This makes them intensely persistent individuals. Great communicators they are comfortable in public speaking and inspiring. They are great orator and persuaders. Integrity good leaders mean there words what they say. They dont play political games. Daring they are bold. A great leader saidcourage is the virtue on which all virtue rest on. Winston Churchill. Disciplined Most good leaders are very controlled in their goals. Where most would be simply distracted, good leaders discipline their minds to keep focused and steady regardless of the situation. 2 people whom I consider to be good business leaders are as follows: BILL GATES From Microsofts founding in 1975 until 2006, Gates had primary responsibility for the companys product strategy. He aggressively broadened the companys range of products, and wherever Microsoft achieved a dominant position he vigorously defended it. As an executive, Gates met regularly with Microsofts senior managers and program managers. Firsthand accounts of these meetings describe him as verbally combative, berating managers for perceived holes in their business strategies or proposals that placed the companys long-term interests at risk. He often interrupted presentations with such comments as, Thats the stupidest thing Ive ever heard! and, Why dont you just give up your options and join the Peace Corps? The target of his outburst then had to defend the proposal in detail until, hopefully, Gates was fully convinced. When subord inates appeared to be procrastinating, he was known to remark sarcastically, Ill do it over the weekend. Gates role at Microsoft for most of its history was primarily a management and executive role. However, he was an active software developer in the early years, particularly on the companys programming language products. He has not officially been on a development team since working on the TRS-80 Model 100 line, but wrote code as late as 1989 that shipped in the companys products. On June 15, 2006, Gates announced that he would transition out of his day-to-day role over the next two years to dedicate more time to philanthropy. He divided his responsibilities between two successors, placing Ray Ozzie in charge of day-to-day management and Craig Mundie in charge of long-term product strategy. Why bill gates Focus: Bill Gates has demonstrated over nearly thirty years the importance of clarity of thought and execution Thinking big: Along with focus, the ability to dream big and pursue that with single-minded determination sets Gates apart from other entrepreneurs. Passion: Simply put, if anything is worth doing, it is worth doing well. From a simple thank you note to a complex proposal, it is critical to place the stamp of excellence on whatever one undertakes. Learning as a life-long process: Though dropping out of college to his dreams, Bill Gates has probably read and written more than most of us ever will. Giving back to society: The Bill and Melinda Gates Foundation has provided a new dimension to philanthropy by addressing issues that are global in nature malaria, cancer, AIDS. J R D TATA He is the honor of being Indias first pilot; was Chairman of Tata Sons for 50 years; launched Air India International as Indias first international airline; received Bharat Ra tna in 1992. JRD Tata was one of the most enterprising Indian entrepreneurs. He was a pioneer aviator and built one of the largest industrial houses of India. JRD Tata was born on July 29, 1904 in Paris. His mother was a French, while his father was Parsi. JRDs full name was Jehangir Ratanji Dadabhoy Tata and he was popularly known as Jeh to his friends. JRDs father Ratanji Dadabhoy Tata and Sri Jamsetji Tata shared their greatness from the same great-great-grandfather, Ervad Jamsheed Tata, a priest of Navsari. JRD Tata was the second of four children. He was educated in France, Japan and England before being drafted into the French army for a mandatory one-year period. JRD wanted to extend his service in the forces but destiny had something else in store for him. By leaving the French army JRDs life was saved because shortly thereafter, the regiment in which he served was totally wiped out during an expedition in Morocco. Part-B Poor Communication The entire purpose of senior management is to set a direction for an organization and then translate that direction into a strategy and tactics to be executed by the organizations staff. For this to happen, a leader must communicate the direction and attendant strategy and tactics to the organizations staff. Some leaders fail to communicate at all. In such an environment it is impossible for staff to establish a coherent direction and the entire organization can only be expected to meander along under its own steam. Other leaders may say one thing with their words and another with their actions-frequently referred to as do what I say, not what I do. Such discrepancies between words and actions raise questions as to the leaders integrity and more importantly, his or her credibility within the organization. Sometimes a leader may decide to keep things secret, feeling that he or she is unable to trust his or her staff. Some leaders may decide that their position is dependent upon their k nowledge, and that they therefore cannot share any knowledge with others for fear of making themselves obsolete. In some organizations, decisions on personnel movements are made by a group of senior managers who are tasked with observing all employees throughout the organization, comparing their strengths and weaknesses and their suitability for any positions which may become available. The information gathered by this group is carefully guarded-restricted to the group members themselves and the senior figured within the Human Resources department. Such a secretive policy on succession planning leads to an uneven distribution of knowledge throughout the organization, to resentment from staff who feel they have been hard done by, and on more than one occasion when a corporate restructure came around, to the best and brightest leaving the organization because they either had no idea how much they were valued, or they had received inside information that they had been overlooked for promotion for ridiculous reasons. The poor communication skills of the leaders of this organization have directly led to the hemorrhaging of talent over the past five years. Office politics No individual is allowed to know what his or her prospects for promotion are, or which positions he or she may be being considered for. Usually, supervisors will not be told of the groups assessments of their direct reports. This complete lack of communication is broken only when either: office politics dictate that it would be beneficial for an individual to leak some information from the group; or An individual within the HR department tells one of their friends about the groups assessments because its a juicy piece of gossip. In fact, despite those locked into a negative stereotype of organizational politics, mastering organizational politics is a crucial aspect of leadership. The sad fact is how so many intelligent people dont understand how acting ethically can actua lly increase their influence. It provides  shark repellent to avoid becoming victimized  by organizational politics. The major structural groupings for subjects that emerged were the  avoiding politics group:  ~65-80%  (this group had three discernable subgroups),negative politics group:~15-25% and positive politics group:  ~5-10% of subjects. While people move in and out of the groups. The group structure remained fairly stable. The most significant mindset difference was the  rational systems view of the avoidance group and the  human systems  view of the two active political groups. There is also a  major mindset difference between the two active political groups. There is the win-lose, non ethical, upward focus, self interest, competitive, personal gain mindset of the negative politics group, versus the win-win, ethical, organization focus, enlightened self interest, collaborative, best interests of the business mindset of the positive politics group. In terms of  behavioral differences, major ones include the  high networking and constant small risking taking of the positive politics group versus the relatively low networking and risk avoidance of both other groups. The positive politics group have the higher innovation success rates and higher success factor indicators in terms of performance, and promotion. They are more likely to be viewed as leaders than the other two groups. There are not any major distinguishing factors between the positive politics group and the avoidance group in terms of personality, interpersonal skill, and intelligence. Negative politics did seem to involve an interpersonal skill in terms of manipulative skills such as of impression management in influencing both how they are perceived and how potential rivals are perceived. Team work Whether you are a team leader or a team member, teamwork is important. One of the e ssential components to an effective team is: Positive Corporate Culture In order to recruit long-term effective team members, the corporate culture of your organization must be positive, open, and invigorating. Potential team members will thrive in a challenging and creative work environment. Organizations with high turnover, negative attitudes, distrust, and secrecy will, at best, lose their best people and, at worst, make them a product of the destructive organizational climate. Positive corporate culture comes from the top down. Management is largely responsible for the type of culture that an organization develops. As a manager, you can help foster a good climate in several ways. First, you should always make your expectations of your team members clear. You can accomplish this with a thorough and detailed job description followed by personal discussions for clarification. Secondly, when delegating, always empower each team member. Make sure to give the team member the authority to make and carry out decisions that are required. Furthermore, always support and back up the decisions made by the team member. If you disagree with their decision, instead of chastising or reprimanding, coach the employee and help them to understand your reasoning. Politically correct language Most organizations are unaware of their culture as it pertains to ethics. Most employees would ask their leadership to define ethical behavior, and todays leadership would avoid such a question or give what they perceive is a politically correct answer. Dr. Ergun Caner (2004) said that, If something is politically correct it is usually morally corrupt. What he meant is, we are so obsessed with the correct response that we allow corruption to exist that may have an impact on others to avoid personal implication. so as a leader one should be careful when addressing groups or talking about others,uselanguage that would not cause any individual of any demographic(social or cultu ral) to feel excluded, offended or diminished. Definition of  NOSY Of prying or inquisitive disposition or quality:  intrusive As leader working in a multicultural environment often nosy coworker can be annoying. Most nosy people are unhappy or dissatisfied with their own lives. The solution is either Get to know them and let them talk on and on and on or avoid them. CONCLUSION Culture and leadership underscores the complexity of the leadership process and how it is influenced by culture. There is a Need for each of us to expand our ethnocentric tendencies to view leadership from only our own perspective and instead to open our window to the diverse ways in which leadership is viewed by people from different regions around the world. There are many ways to view leadership and the integration of culture, and studies of leadership help us to expand and develop a richer understanding of the leadership process. BIBLOGRAPHY (n.d.). Retrieved from https: //learnthis.ca/2009/01/leadership-understanding-what-it-is/ (n.d.). Retrieved from https://hubpages.com/hub/Good-Leadership-10-Characteristics-Good-Leader (n.d.). Retrieved from https://en.wikipedia.org/wiki/Leadership (n.d.). Retrieved from https://rajesshcherian.wordpress.com/2008/11/25/dr-vijay-mallya-journey-of-an-entrepreneur-to-business-tycoon/ (n.d.). Retrieved from https://rajesshcherian.wordpress.com/2008/11/25/dr-vijay-mallya-journey-of-an-entrepreneur-to-business-tycoon/ (n.d.). Retrieved from https://blogs.hbr.org/krishnamurthy/2008/06/bill-gates-entrepreneur-manage.html https://www.spp.nus.edu.sg/docs/events/2005/Seminar_Vinayak_Rao_Paper.pdf

Much Ado About Nothing By Shakespeare, Benedick And Beatrice

Introduction Imagine hearing the news that your worst enemy is in love with you and cannot visualize a life without you in it. Many people will never encounter this situation in their life, but you can picture the conflicted feelings one might have after hearing this. The emotions might go from disgust to maybe sympathy or even believing that you reciprocate this love towards them. But deep down, is this a love worth pursuing? Can the love over power the habit of conflict or will the passion succumb to the constant battles between the two personalities.Some might say that love can overcome anything, but in reality, this relationship will be filled with conflicted emotions and opinions. Narration In Much Ado About Nothing by Shakespeare,†¦show more content†¦In Much Ado about Nothing, Beatrice and Benedick discover their feelings for each other by deception. Benedick is tricked into believing that Beatrice is in love with him and vice versa. A wedding follows the sneaky trick and although the love is clearly present, the disdain they hold for each other will never disappear. Humans are creatures of habit, therefore the bickering and mocking will continue throughout their lives together. Confirmation Beatrice and Benedick will never be at peace during their marriage The long history of snarky comments and the vulgar insults cannot be forgotten in just a couple of minutes. They got carried away with their emotions and their conversations turned into things that no one would ever say to someone they really liked. For example, at the masquerade party, Beatrice and Benedick speak to each other and while Beatrice is pretending not to know who is behind the mask she says in regards to Benedick , â€Å"Why, he is the Prince’s jester, a very dull fool† (2.1.131). She deliberately attempts to belittle him and crush him. Comments such as that may mitigate over the span of their relationship, but they will never end. When Claudio and Don Pedro purposely let Benedick eavesdrop on their conversation about the passionate sentiments Beatrice has for Benedick, the ball was set rolling for the romance between the two. Beatrice is told to call Benedick for supper and he attempts to flirt

Imat Free Essays

string(131) " reasoning it gives to support this conclusion, and think about any important point which is not actually stated in the reasoning\." THE ITALIAN UNIVERSITIES’ INTERNATIONAL MEDICAL ADMISSIONS TEST (IMAT) TEST SPECIFICATION In partnership with Ministero dell’Istruzione, dell’Universita e della Ricerca (MIUR) February 2013 Test Specification Test Format The IMAT will have the same structure as the existing Italian test. Candidates are allowed a total of 90 minutes to complete the test. Section 1 General Knowledge and Logical Reasoning (Critical Thinking and Problem Solving) 30 multiple-choice questions. We will write a custom essay sample on Imat or any similar topic only for you Order Now Sections 2, 3 and 4 Science-based sections, covering: Biology; Chemistry; Physics Mathematics. 30 multiple-choice questions. All questions have five options, of which one is correct. Candidates record their answers on a separate answer sheet. Candidates can also indicate if they have opted not to answer a question. Candidates are allowed 90 minutes to complete the test. Scoring A candidate’s total score is calculated using the following formula: 1. 5 points for each correct answer; -0. 4 points for each wrong answer; 0 points for each question not answered. An overall total score will be reported, together with a score on each section. Level of Difficulty The level of difficulty of the test items will be targeted to discriminate effectively between applicants, including those who may have achieved the highest possible grades in school examinations. Section 1: General Knowledge and Logical Reasoning (Critical Thinking and Problem Solving) Section 1 will assess general knowledge and the logical reasoning skills that students must possess if they are to succeed in a course of study at the highest level. Such skills are basic to any academic studies, which often require students to solve novel problems, or consider arguments put forward to justify a conclusion, or to promote or defend a particular point of view. General Knowledge General Knowledge questions may address a range of cultural topics, including aspects of literary, historical, philosophical, social and political culture. 1 The World Heritage Convention, adopted by UNESCO in 1972, aims to identify and maintain a list of sites that may be considered: A of exceptional cultural or natural importance B of outstanding economic value C to be characterized by a lasting peace D to be conventionally suitable for human settlement E to have exploitable energy resources Critical Thinking Critical Thinking involves reasoning using everyday written language. Questions focus on the skills involved in understanding and evaluating arguments. These include: drawing and summarising conclusions, identifying assumptions and reasoning errors, and assessing the impact of additional evidence. Summarising the Main Conclusion 2 There has been a decline in the rate of many of the illnesses of old age. The causes of this decline include such medical advances as new drugs and surgical techniques. There is, however, another factor. The present generation of 60- and 70-year-olds had much better nutrition as children than did their parents. Good nutrition in childhood is important for good health in adulthood. Since improvements in nutrition have continued over the past sixty years, we can expect that many of the illnesses of old age will continue to decline. W hich one of the following best expresses the main conclusion of the above argument? A W e can expect that improvements in nutrition will continue. B The rate of many of the illnesses of old age has declined. C Medical advances have significantly reduced the rate of diseases of old age. D The fall in the rate of many of the illnesses associated with old age will continue. E Improvements in nutrition have been very important in maintaining good health in old age. In this type of question you have to judge which one of the statements A to E best expresses the main conclusion of the argument. The conclusion can appear anywhere within an argument – not necessarily at the end. What you are looking for is the statement which follows from, or is supported by the rest of the passage. Drawing a Conclusion The demand for blood donors is increasing all over the world. In Western countries, in particular, demand has been rising so rapidly that shortages have begun to appear. In all such countries, demand is growing much faster than rates of growth in populatio ns aged 1865, and it is this group who are the major blood donors. And, despite a massive research effort to find alternatives, it rema ins true that in medicine there is no substitute for human blood. W hich one of the following conclusions can be drawn from the passage? A As the demand for blood has increased, so has the supply fallen. B The rate of growth of the blood-donor population has been slowing recently. C The increase in the rate of demand for blood is mainly due to population growth. D If more blood donors could be found, there would be no need to find a substitute for human blood. E The problem of the increase in demand for blood shows no sign of disappearing. In this type of question you are asked which conclusion follows from the information given. You need to consider each of the statements A to E, and to think about whether the information in the passage gives you good reasons to accept the statement. Identifying an Assumption 4 Success in modern America is very much measured by the quantity of material possessions one has. A lack of material possessions means one is judged to be unsuccessful. Those people with few material possessions therefore must feel a strong sense of failure. W hich one of the following is an underlying assumption of the above argument? A Most modern Americans are successful. B Success can be precisely measured. C Over-emphasis on material possessions creates social problems. D Excessive desire for material possessions is psychologically damaging. E People in America with few material possessions want to be seen as successful. An assumption is something which is not stated in the argument, but which is taken for granted in order to draw the conclusion. So you need first to identify the conclusion of the argument. Then look for the reasoning it gives to support this conclusion, and think about any important point which is not actually stated in the reasoning. You read "Imat" in category "Essay examples" Assessing the Impact of Additional Evidence 5 Zoos are entirely unsuitable places for animals. People visit zoos to learn about animal behaviour but the animals they see are likely to be behaving in abnormal and neurotic ways because of the cramped and unnatural conditions n which they are kept. Zoos should be closed and the money saved should be used for the protection of natural habitats. W hich of the following, if true, would most weaken the above argument? A Humans living in cramped conditions can also become neurotic. B Schoolchildren can learn a great deal about animals from visiting zoos. C Many of t he animals at present in zoos would not be capable of living in the wild. D The protection of natural habitats is very costly. E Zoos enable endangered species to s urvive by breeding them in captivity and then reintroducing them to the wild. This type of question will typically ask you to consider what would weaken or strengthen an argument. You need first to be clear about what the argument is trying to establish. Work out what the conclusion is, and then consider what effect each of the possible answers would have on the conclusion. Detecting Reasoning Errors 6 In order to succeed in academic examinations it is necessary to study. Therefore, if a student works hard in a particular subject, he or she shoul d do well when it comes to the examination. W hich of the following best describes the flaw in the argument? A It assumes that it is necessary to study in order to succeed. B It overestimates the value of studying in preparation for examinations. C It ignores the fact that some subjects are more academic than others. D It assumes that studying hard is a sufficient condition for academic success. E It ignores the fact that some students do not need to study very much in order to succeed. This type of question asks you to identify the flaw in the argument, which means that you must explain why the conclusion does not follow from the reasons which are given. So you need to be clear about what the conclusion is, and what reasons are meant to support it. Problem Solving Problem Solving involves reasoning using numerical and spatial skills. Questions are of three kinds, each assessing a key aspect of insight into unfamiliar problems. The three kinds are Relevant Selection, Finding Procedures, and Identifying Similarity. Although most questions fall into one category some questions fit into more than one of the categories. Relevant Selection 7 The following table gives figures for the percentage growth per year of labour productivity per person per year in various countries during three periods. Period 1 Period 2 Period 3 Japan 8. 5 3. 0 3. 2 France 5. 4 3. 0 2. 6 United Kingdom 3. 6 . 5 2. 4 Belgium 3. 3 2. 8 2. 3 Sweden 4. 1 1. 5 1. 8 Denmark 4. 3 2. 6 1. 7 Italy 6. 3 3. 0 1. 6 Netherlands 4. 8 2. 7 1. 6 Germany 4. 5 3. 1 1. 6 United States 2. 2 0. 0 0. 8 W hich country’s percentage growth per year remained consistently greater than half of its Period 1 level in the following periods? A Belgium B Denmark C France D Germany E United Kingdom Ve ry often a real world problem will be overloaded with information, much of which is unimportant. This kind of question demands Relevant Selection, in which the task is to select only that information which is necessary and helpful in finding a solution. Finding Procedures 8 A child’s bus fare is cheaper than the adult fare but is more than half the adult fare. The total cost of a single journey for an adult and two children is â‚ ¬1. 20. Adult fares are all multiples of 10 cents. W hat is the adult fare? A 30 cents B 40 cents C 50 cents D 60 cents E 70 cents Sometimes you will find that even if you have selected all the relevant information, no solution presents itself. For this type of question, you have to find a method or procedure which you can use to generate a solution. Identifying Similarity 9 In this type of question you will be presented with information and asked to identify the same information presented in a different way, or a situation in which different information has a similar structure. Section 2: Biology The chemistry of living things The bio-elements. The biological importance of weak interactions. Properties of water. Organic molecules in living organisms and their respective functions. The role of enzymes. The cell as the basis of life Cellular theory. Cell size. Prokaryotic and eukaryotic cells. The cell membrane and its functions. Cellular structures and their specific functions. Cell reproduction: mitosis and meiosis. Chromosomes. Animal tissues. Bioenergetics The energy currency of cells: ATP. Transporters of energy: NAD, FAD. Oxidationreduction reactions in living things. Photosynthesis. Glycolysis. Aerobic respiration. Fermentation. Reproduction and Inheritance Life cycles. Sexual and asexual reproduction. Mendelian genetics. Basic laws and applications. Classical genetics: chromosome theory of inheritance; sex chromosomes, chromosome maps. Molecular genetics: DNA and genes, genetic code and its translation, protein synthesis. DNA of prokaryotes. The chromosome of eukaryotes. Regulation of gene expression. Human genetics: transmission of mono and multi-factorial features, hereditary diseases. New frontiers of genetics: recombinant DNA and its potential bio-technological applications. Inheritance and environment Mutations. Natural and artificial selection. Evolutionary theories. The genetic basis of evolution. Anatomy and Physiology of animals and humans Anatomy of the major organs and their functions and interactions. Homeostasis. Hormonal regulation. Nerve impulse. Transmission and processing of information. The immune response. Section 3: Chemistry The constitution of matter States of matter; heterogeneous and homogeneous systems; compounds and elements. The structure of the atom Elementary particles, atomic number and mass number, isotopes, electronic structure of atoms of the elements. The periodic table of elements Groups and periods, transition elements, periodic properties of elements: atomic radius, ionization potential, electron affinity, metals and non-metals; relations between electronic structure, position in the periodic table and properties. The chemical bond Ionic bond, covalent bond, bond polarity, electronegativity. Fundamentals of inorganic chemistry Nomenclature and main properties of inorganic compounds: oxides, hydroxides, acids, salts; position in the periodic table. Chemical reactions and stoichiometry Atomic and molecular weight, Avogadro constant, concept of the mole, conversion from grams to moles and vice versa, elementary stoichiometric calculations, balancing simple reactions, various types of chemical reactions. Solutions Solvent properties of water, solubility, the main ways of expressing the concentration of solutions. Oxidation and reduction Oxidation number, the concepts of oxidising and reducing agents. Acids and bases Concepts of acids and bases, acidity, neutrality and basicity of aqueous solutions, pH. Fundamentals of organic chemistry Bonds between carbon atoms; molecular, structural and displayed formulae; concept of isomers; aliphatic, alicyclic and aromatic hydrocarbons; functional groups: alcohols, ethers, amines, aldehydes, ketones, carboxylic acids, esters, amides. Section 4: Physics Mathematics Physics Measures Direct and indirect measures, fundamental and derived quantities, physical dimensions of quantities, knowledge of the metric system and the CGS System of Units, Technical (or practical) (ST) and the International System (SI) of Units (names and relationships between fundamental and derived units), and multiples and submultiples (names and values). Kinematics Kinematic quantities, various types of motion with particular regard to uniform and uniformly accelerating rectilinear motion, uniform circular motion, harmonic motion (for all motion: definition and relationships between measures). Dynamics Vectors and operations on vectors. Forces, moments of forces about a point. Vector composition of forces. Definitions of mass and weight. Acceleration due to gravity. Density and specific gravity. Law of universal gravitation, 1st, 2nd and 3rd laws of motion. Work, kinetic energy, potential energy. Principle of conservation of energy. Fluid mechanics Pressure, and its units of measurement (not only in the SI system). Archimedes’ principle. Pascal’s principle. Stevino’s law. Thermodynamics Thermometry and calorimetry. Specific heat, heat capacity. Mechanisms of heat propagation. Changes of state and latent heat. Ideal Gas Laws. First and second laws of thermodynamics. Electrostatics and electrodynamics Coulomb’s law. Field and electric potential. Dielectric constant. Capacitors. Capacitors in series and in parallel. Direct current. Ohm’s law. Electrical resistance and resistivity, electrical resistors in series and in parallel. Work, Power, Joule effect. Generators. Electromagnetic induction and alternating currents. Effects of electrical currents (thermal, chemical and magnetic). Mathematics Algebra and numerical sets Natural numbers, integers, rational and real numbers. Sorting and comparison, scales and scientific notation. Operations and their properties. Proportions and percentages. Powers with whole and rational exponents and their properties. Roots and their properties. Logarithms (base 10 and base e) and their properties. Elements of combinatorics. Algebraic and polynomial expressions. Special products th of binomials, n power of a binomial, factorisation of polynomials. Algebraic fractions. Algebraic equations and inequalities of the first and second order. Systems of equations. Functions Basic concepts of functions and their graphical representations (domain, codomain, sign, maxima and minima, increasing and decreasing, etc. ). Elementary functions: whole and fractional algebraic functions, exponential, logarithmic and trigonometric functions. Composite functions and inverse functions. Trigonometric equations and inequalities. Geometry Polygons and their properties. Circle and circumference. Measurement of length, area and volume. Isometries, similarities and equivalences in the plane. Geometric loci. Measure angles in degrees and radians. Sine, cosine, tangent of an angle and their significant values. Trigonometric formulas. Solving triangles. Cartesian reference system in a plane. Distance between two points and the midpoint of a segment. Equation of a line. Concepts of parallel and perpendicular. Distance of a point from a straight line. Equation of the circle, the parabola, hyperbola, ellipse and their representation in the Cartesian plane. Pythagorean theorem. Probability and Statistics Frequency distributions and their graphic representations. Concepts of random experiments and of events. Probability and frequency. Specimen Biology, Chemistry, Physics and Mathematics Questions 10 The diagram below shows a family tree of a condition known as nail patella syndrome (NPS). 1 3 4 2 5 7 6 8 9 Key female without NPS male without NPS female with NPS male with NPS W hich of the following pairs of individuals must be heterozygous for NPS? A 1 and 5 B 2 and 6 C 3 and 7 D 4 and 8 E 5 and 9 11 An oxide of iron has the formula Fe3O4 and contains both Fe 2+ and Fe W hich one of the following is the fraction of iron ions that are in the Fe 3+ 2+ ions. state? 1 /4 A 1 /3 B 1 /2 C 2 /3 D 3 /4 E 12 Below are four statements about thermal (heat) energy. 1 A substance can lose heat energy without its temperature falling. 2 Heat energy can pass through a vacuum. 3 Steam at 100 C has more heat energy than the same mass of boiling water o at 100 C W hen a container of water is cooled near the top, a convection current is set up in the water. 4 o W hich statements are true? A 1, 2 and 3 B 2, 3 and 4 C 1, 2 and 4 D 1, 3 and 4 E all of the statements 13 The longest side of a right angled triangle is 6 One of the shorter sides is 3+2v5 units. W hat is the length of the third side? A B 2v3 70+24 5 C 12 D 3 ? v5 E 14 +7. 5v5 v5 units. How to cite Imat, Essay examples

The Luddites Anti-technologists

Question: Please describe the views of a Luddite and discuss any similarities between the Luddites of the 19th century and the neo-Luddites of today. What objections do they have to technology? Who are today's Luddites? Answer: Generally, the views of a Luddite are opposed to new or developing technology, since they consider it as a threat for humanity (Binfield, 2015). Both the Neo-Luddites and the Luddites of 19th century not only consider technology as a threat for the community but also emphasize on simple living. The Luddites of the 19th century opposed to the introduction of new machinery to increase the productivity of a particular industry, proving their methods obsolete (Jones, 2013). The Neo- Luddites of today on the contrary, object to certain materialistic technologies, which pose as a threat for the common good. References Binfield, K. (2015).Writings of the Luddites. JHU Press. Jones, S. E. (2013).Against technology: From the Luddites to neo-Luddism. Routledge.