Congressman Essay Example For Students

Congressman Essay Transformation and inertia are presented as conflicting forces, balanced against one another in a kind of universal tension. The individual changes biologically as well as intellectually and spiritually, but his physical progression from youth to old age follows a path more or less set by nature. Nature itself changes cyclically, but the cycle of the seasonsthe cycle of lifeis repeated over and over. The classics of literature possess permanence in their expression of universal meaning, their relevance to men in all times. They simultaneously have the life-altering power to change a man. Higher laws and divinity are absolute, but they are transformative for the man sensitive to the meanings of nature. Society, institutions, and the traditions of the pastexpressions of the status quoconstitute the major hindrances to change throughout Walden. Technological development is a kind of change, but it prevents the individuals growth by creating a mind-numbing amount of labor and by imposing materialistic values. Thoreau therefore denies that it is true progress. As a manifestation of vigorous nature and of Gods work, Walden is eternal. It transcends time and change. Thoreau writes in The Ponds:. . . of all the characters I have known, perhaps Walden wears best, and best preserves its purity. . . . Though the woodchoppers have laid bare first this shore and then that, and the Irish have built their sties by it, and the railroad has infringed on its border, and the ice-men have skimmed it once, it is itself unchanged, the same water which my youthful eyes fell on; all the change is in me. . . . It is perennially young. . . . Why, here is Walden, the same woodland lake that I discovered so many years ago; where a forest was cut down last winter another is springing up by its shore as lustily as ever; the same thought is welling up to its surface that was then; it is the same liquid joy and happiness to itself and its Maker, ay, and it may be to me. It is the work of a br ave man surely. . . .

Violence And Television Essays - Dispute Resolution, Crime, Ethics

Violence and Television Boink! Boom! Crack! The sounds of the fight scene rage on. Many have fallen in this particularly bloody battle. The good guys have taken their losses but struggle on to what is seemingly a victory. Their aggression is fierce and helps them. Fires consume the background; men and women lie on the ground in pain. Even if it weren't for the bombs, missiles, bullets, etc. that are flying around, hand-to-hand combat would have got the better of them. It was a classic battle scene when looking back at it, a true testament of blood, hell, and gore. This may sound like a heroic made-for-TV movie shown only on primetime in the hopes of recruiting a mature audience. But it is not. In fact, it is just another Saturday-morning special of GI Joe, ?The Real American Hero,? that I watched with my brother and cousins. We were religious followers of the show, tuning in every week to see how Sergeant Slaughter, Duke and the rest of the gang would handle the likes of King Cobra and his cronies. GI Joe's early morning time slot encouraged kids, like us, to tune in every weekend. While eating our CheeriosTM and Frosted FlakesTM we got a dose of some real fightin' action, in excess of fifty violent scenes for the morning: there is more than enough to fill the appetite. The truth is, violence on television is on every single day. It takes its toll on society, especially children. The damage done by violence on television is detrimental and confirmed by statistics, case studies, and personal experiences. Fistfights, shootouts, car crashes, rapes... Take your pick. Violence is everywhere on television, sometimes gory and gruesome, other times clean and remote. It is not just the Saturday morning cartoons; clips from action-adventure series, the nightly news and MTV are interwoven with violence and extremely mature content. Prime-time programs can average eight hostile acts per hour; children's shows four times as much (Bajpai, 1996, ps. 45-52). To television Programmers, violence is depicted as a normal, justified response to conflict and threat. They will encourage identification with the aggressor; domination and submission, to them, are often equated with pleasure and worth. Yet numerous researchers have put much time into discovering why children are so attached by the television and the action that takes place within it. They prove that it is definitely a major source of violent behavior in children. Their research proves time and time again that aggression and television viewing do go hand in hand. The truth about television violence and children has been shown. Many people and critics try to ignore it and hope that it will go away. Others do not even seem to care and try to attack these ideas. However, the facts are undeniable and all the results point to one conclusion: Television violence causes children to be violent and the effects can be life-long. The effects of the television are first visible even at the most basic level of life, children and adolescents. The modern-day extent of viewing by humans, especially Americans, is astronomical. Children begin to watch television at very early ages, often when they are newborns. At this time they are obviously not able to follow along or be influenced by it, but they are subjected to it nevertheless. This early start will lead most childhood viewers into a cult-like trance by the time they reach the age of three. In between breakfast and lunch, playtime and naptime, class and dinner, all children find a way to watch the tube. The typical American household has the television set on for more than seven hours each day and children ages two to eleven spend an average of twenty-eight hours per week viewing (Murray, 1996, p. 1). Some research has also estimated that by the time a child or teen of today's generation reaches the age of seventy, he will have spent nearly seven years of his l ife watching television. That is nearly ten percent of one's life lives watching television. That is insane; to say that you and I will spend years upon years, watching television. There is so much that people, even we, could do in a seven-year period.

Was Hitler a Mad Man †History Essay

Was Hitler a Mad Man – History Essay Free Online Research Papers Was Hitler a Mad Man History Essay Three reasons, that could be taken as model examples why Hitler should be considered mad. If we take them in a chronological order, we’d be starting with his experience in World War I and his reactions to those incidents. His brutality is shown in the holocausts that he has created across the country. Never the less , rumors that may or may not be true, had their fair share once he turned famous, such as hiding his roots, as it was thought that he was Jewish or partial Jewish , and many other rumors such as molesting his niece. There are not only indications of his madness but there are also reasons that make us dismiss the idea of him being mad, whenever occurred. Adolf Hitler served as a messenger in World War I. According to his commander, he was a nationalist and so passionate about the war, except that he couldn’t have cared less for the orders given to him, Hitler believed that he should be the leader and not be lead. He thought that everything around him was done in a wrong and a chaotic way and based on silly orders from ignorant people.† At the beginning of World War I he volunteered for service in the Bavarian army. There he proved to be a brave soldier, but was never promoted beyond the rank of a Gefreiter, because his superior officers didnt believe he would have any qualities in leadership. Short before the end of the war in 1918, he was injured by an English gas attack. Thereby he lost his eyes sight temporally and spent several months in hospital†. After his eyes were checked by the doctors, they were positive that it wasn’t a physical matter but it was psychological. He was taken care of by a Jewish doc tor called Edmund Forster, found a way to cure Hitler , and saw it as a triumph, but what he didn’t see is that his triumph was fatal. â€Å" Hitler , Foster concluded , refused to see because he could not bear to witness the defeat of Germany â€Å". † Finally in the first week of November, a possible therapeutic approach crystallized in his mind : I could attempt to find a way to free him of his symptoms through an ingenious coupling of his two ailments with his drive for status, his drive to be like god, his excessive energy†¦.I had to approach this man not with logical premises but with a tremendous lie in order to conquer him†¦for he was really gigantic lie for whom there was no absolute truth but only the truth of his imagination, his striving, his urge.†. -toy-soldier-gallery.com/Articles/Hitler/Hitler.html -The Man Who Invented Hitler , By David Lewis There’s this one thing that almost every normal person around the world the world agrees that it was one of the most brutal things , that has taken a place through out the history , is the holocaust . To demolish a whole religion and a large group of people could be a dream for a psychopath killer , but not any killer can manage to turn this dream of his into a reality , while on the other hand , Hitler managed to do it. If his country won the war he wouldn’t have commit suicide, in other words, he would’ve proceeded with turning his dreams , who to normal people are considered as nightmares, and who knows what could’ve happened to humanity. â€Å"The Holocaust was the effort of Adolf Hitler and the Nazi Party in Germany to exterminate the Jews and other people that they considered to be inferior. As a result about 12,000,000 people about half of them Jews were murdered. The murders were done by every means imaginable but most of the victims perished as a result of shooting, starvation, disease, and poison gas. Others were tortured to death or died in horrible medical experiments†. holocaust-history.org/short-essays/general.shtml Research Papers on Was Hitler a Mad Man - History EssayAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeMarketing of Lifeboy Soap A Unilever ProductWhere Wild and West MeetPersonal Experience with Teen PregnancyCapital PunishmentHonest Iagos Truth through Deception19 Century Society: A Deeply Divided EraQuebec and CanadaThe Masque of the Red Death Room meanings

Social Environment essays

Social Environment essays Social Environment and Its Effect On One's Life Social environment is influenced by one's power and wealth. This, in turn, determines success or failure in peoples' lives. If one were born with a "silver spoon" in his mouth, he would easily be able to attend a fancy school no matter how intelligent he is or have any luxury he wants just because of power and wealth. On the flip side, if one were born to a poor family in a bad neighborhood infested with violence and drugs, he would have a much smaller chance of succeeding in life, more especially, going to an upper-class school. It is hard for many poor to go to college because of such high tuition costs. Scholarships are available; but, even though one shows financial need, one still has to have a high grade point average and test scores. Even if one has a good mind, trying to study in a gang-ridden neighborhood with constant gunfire isn't easy. With both parents working two jobs, there isn't any parental guidance. Whereas, the affluent, even if busy or working, have the means to insure that their children are supervised and well taken care of. The rich also have the luxury of affording special tutors to help their children while other For example, there are three students, one from a clean, upper-class community, another from a small, middle-class suburb and the other from a graffiti-ridden slum. All three of these students have exceptional GPA's and scored very well on standardized testing. The student from the upper-class community will have the best chance of succeeding. Tuition will never be a problem and chances are that those parents have some pull because of who they are. The middle-class student won't have a great problem but there is still the fact of paying tuition, which would limit the options quite a bit. One may be smart enough to get grants but the family makes too much money. Also, if he ...

Zara IT for Fast fashion Essay Example | Topics and Well Written Essays - 1000 words

Zara IT for Fast fashion - Essay Example Zara’s business model sells fashion more than it does apparels. To this end, speed, agility, and flexibility in responding to changing consumer demands is essential and even more important is Zara’s need to maintain its core capability so that it cannot be imitated by other competitor in the industry (Walters, 2006; Lu and Ramamurthy, 2011:937). Failing to upgrade its POS terminals could potentially make the company lose its edge in terms of speed in delivery of fast fashion to its competitors, due to obsolete ancient technology. Although the DOS system is stable, it is increasingly facing challenges and problems. First and foremost, there too many people involved in information transfer and analysis of the ordering, fulfilment and manufacturing processes which increases the probability of errors. Though Salgado does not mind a small margin in error, a more integrated system would allow easier data transfer and also ensure accuracy in such data which would enable a bala nce between supply and demand. Secondly, using PDAs with small screens to enter data is strenuous and time consuming. Getting to do this every day does not help in enhancing data accuracy. Thirdly, since the POS terminals are not connected to Zara’s headquarters or stores, the sales data transmitted at the end of the day, may not fully reflect changing fashion trend sales (McFee, Dessain, and Sjoman, 2007). Within the fast fashion industry, what is fashionable today may be obsolete and unfashionable tomorrow (Tesseras, 2009). Fashion changes fast, and Zara needs a system that can wholly and efficiently reflect this based on cloth’s designs, colour, and even the sizes. And finally, the very fact that Zara’s hardware vendor for POS terminals refuses to enter into a contractual agreement regarding their assurance not to change the DOS operating system, does not fully assure Zara that it would not in the future (McFee, Dessain, and Sjoman, 2007). This presents a ris k to Zara’s operations. Where the costs of maintaining the ancient system surpasses or equals the benefits that the vendors gain from maintaining the system for Zara, the vendors may decide to change the machines. Upgrading the POS terminals into a modern operating system would enable development of newer capabilities into the software which would potentially enable the company to build in store networks as well as give the employee the ability to look up inventory balances in their own stores and in other stores. This would enable the store managers to understand which cloths are selling fast, and which ones they are left in inventory without having to go through the store to physically count them. Therefore it would enhance decision making with regard to what kind of clothes, in what design, colour and size are required. Furthermore, connectivity among stores which are nearer would enhance sharing of data on which products are in one store yet is in shortage in another (Car o and Gallien, 2010:261-265; Caro, et al, 2010:74-79). This would enhance fast movement of merchandise from one store to another, thus enhancing sales. Such information technology capabilities would not only streamline information flow along the supply chain in real time but also enable the headquarters to be connected to a store’s real time data sales which would be essential in making any decisions with regard to design, size and colours, as well as using actual real time data in planning and shortening cycle times for each of the stores (Walters, 2006). The real time data also would enable the headqu

Hungary taxation system during and after soviet union Essay

Hungary taxation system during and after soviet union - Essay Example The government of Hungary has various industries which it can impose tax such as in textiles, food processing, chemicals, mining and motor vehicles industries. This paper discusses about the Hungary taxation system during and after Soviet Union. Also, outlines several changes that were evident in a clear and outright way. In the early 1950s, Hungary, like the other European countries embraced the soviet economic model which was introduced by Stalin. The design constituted of one sided preparations for war and emphasized on industrial self-sufficiency. This led to centralized managed system replacing the market and the market prices. This model was not fit for Hungary as it was a country with a population of 10 million people and had an economic background that was different from the Soviet Unions. The result of this was that the one fourth of the gross national product increase was wasted by the frozen investment projects and the unsalable commodities. The impact of this was that the shortage appeared in every area. The average wage earner wage earner experienced 20 percentage declines in real wages, and there was food rationing. The revenue also collected by the state as tax was minimal, and these made Hungary experience an economic crisis in 1953 (OECD, 27). It is apparent that the fiscal system of Hungary passed a series of stages from the centralized planning to mostly free market economy. The first stage which is classical socialism was experienced in the first two decades after the World War II. Classical Socialism was characterized by centralization of many economic variables such as income distribution, pricing, input and output mix. At this stage, tax system was used as a rudimentary tool to capture economic surplus and the transferring of the revenue to the state. The taxes imposed at the time were a mixture of turnover taxes and taxes from the factors of production. The paying was exclusively by the firms in this socialized economy (Bernardi et

Cost accounting Essay Example for Free

Cost accounting Essay Education is a vital process that enables pupils and students to acquire knowledge and skills that can earn them a living and a respectable life. Within most education systems are measures such as user charges and cost recovery. These measures are put forward so as to improve the quality of education. In Sub-Saharan Africa countries, the user charges and cost recovery measures have been criticised by some people on equity grounds although within the same region other people have defended the measures based on the same grounds. This essay therefore, intends to identify and discuss the various dimensions of user charges and cost recovery measures in education as well as to propose an alternative for user charges and other cost recovery measures in the Zambian education system. In order to have a wider understanding of this essay, the key words that are frequently appearing should be defined. According to (Jiminez, 1987) user charges are defined as a fee for service or a direct charge for the provision of a good or service by the Government in an open market while cost recovery is the regain of the costs of government-provided or funded products, services or activities that, at least in part, provide private benefits to individuals, entities or groups, or reflect the costs their actions impose. User charges fall within the broader concept of cost sharing which involves the contributions from users towards the cost of the particular service that they benefit from such as education, health and water (Terme, 2002). Cost sharing takes a wide range of forms such as direct charges and indirect charges. Examples of direct charges in education are charging fees for tuition and for school writing materials while the indirect charges include in kind contributions such as maintenance, construction and furniture. Such in kind contributions must equate to the official fees of the services provided. User charges however, are direct charges or fees which in the education system may include PTA funds which the school can use for the construction of ablution blocks and class room blocks. Examples of user charges in public offices include fee for a copy of a marriage, birth or death certificate. Cost recovery measures may include the products, services and different activities such as: recreational services; minerals and petroleum services; registration and licensing activities that the government offers to people that have costs (Lockheed and Verspoor, 1990). These costs can be recovered by either the users or other people who benefit from goods, services or activities. They can also be recovered from taxpayers. The education systems such as colleges offer teaching programs to students, the students benefit from such programs by acquiring skills and knowledge for teaching in other government or private schools. Since colleges have to buy chemicals for school laboratories, they also have to provide internet services, white board makers and other educational activities. The colleges have to find other ways of recovering such costs so as to maintain quality in their services. This is usually done by imposing tuition fees for all students, charging boarding fees, book fees as well as internet fees. The resources acquired from user charges and cost recovery measures are said to be equitably distributed to all sectors of economy. Equity is the fairness, justice in the distribution of resources (Kelly, 1999). This concept is normative in nature meaning that it involves the distribution of resources to different areas according to the amount needed and not on equal basis. It is also concerned with the patterns in which cost and benefits are being distributed among different areas of a society. To achieve equity in an area, resources as well as benefits must be distributed unequally that is more to the poor and less to the rich. An action like this should be done because the poor lack sources for income as well as protection hence providing less funds for their schools than the rich. This indicates that most of the poor people largely depend on different resources from the government in order to earn a living. User charges and cost recovery measures in the Sub-Saharan countries are seen by some people to be promoting equity in the education system because they improve the way resources are allocated in all the education institutions (World Bank Policy Research Report, 2001). User charges and cost recovery measures also lead to the effective contribution of resources. This in schools is usually achieved when the value that users place on educational services equal the cost of resources used up in the production of those services. Pupils as well as parents tend to value education, by so doing they put pressure on the school, teachers and the stuff to maintain quality. This increases accountability of education institutions hence the easy detection of problems to do with learning. Accountability in education enhances equity. The proper functioning of the user charges and cost recovery results into meeting and maintain the resource requirements for the education system. In situations when the government is not incapable of providing needed resources the school from the user fees can generate its own needed resources and solve any problem at hand. User charges often ensure the provision of quality leaning through the provision of books and other important learning materials, improved school planning and management, better utilization of teaching staff and reduced unit cost in construction for those who enroll. The vulnerable groups of society can also enroll by paying fees through in kind contribution to the construction of the school and even maintenance of school materials. Therefore, the equity benefits in this instance results from the use of resources in ways that benefit the poorest. Such benefits manifest through improvements in the provision of education in rural areas as well quality of educational services. User charges and cost benefits in the Sub-Saharan countries have been criticised because the vulnerable groups in such societies have been found not to be benefiting from the resources that are said to be distributed on equity. According to (Kelly, 1999) disadvantaged groups of society comprise of the poor, people that are handicapped, the girls or females and those that live in rural areas. With the user charges in the system, children from the poor families may not enroll because these families will have to look at how they will make indirect costs such as transportation, school meals, school provisions and sports as well as direct costs such as school fees and boarding fees. Besides that poor children also lack personal material and are unable to buy materials that are sold at school. With high levels of poverty children cannot be allowed to go to school because they are a source of income in their families especially in areas of farm work and selling. Those that are allowed to go to school usually go on empty stomachs. This affects them negatively in academic performance thus causing inefficiencies in the school system. In addition the school curriculum as well as the culture of learning act as barriers in the educational endeavors of these children because it is too advanced for them to understand and does not relate to their everyday activities. The other dimension is that this type of educational provision does not encompass areas such as rural areas. Education provision in rural areas is poorer than in urban areas (Central Statistics Office, 1997), because most of the teachers sent to teach in these areas are untrained, this in turn leads to poor quality in education; the school buildings and sanitation are so poor such that pupils get less motivated to attend lessons; materials and other supplies are not adequately distributed hence preventing pupils from acquiring the necessary knowledge and skills. The fairness, justification as well as the treatment of all people according to their needs that is said to be an outcome of user charges and cost recovery measures is seen not to apply in such cases. The other dimension that equity distribution does not cater for is that of the handicapped. One of the major problem in this area is lack of accurate information on the number of children with special educational needs (Central Statistics Office, 1994) the second one is the attitude of society to education of people with special needs. Some parents feel ashamed of themselves of having disabled children hence not sending them to school. Education for these children is not provided fully because even if they enroll they do not receive all the facilities they need for quality learning. In the gender dimension, the gender-based constraints to education tend to be more pronounced in rural areas (Psacharopoulos and Woodhall, 1985). This is due to the fact that the environment is normally more accommodative of gender inequality. Rural areas display strict traditional cultural values, attitudes and practices, such practices are harmful to girls education for they encourage early marriage, abduction, genital mutilation, sexual violence, excessive domestic chores, male superiority and domination of women are tolerated and encouraged by the community both inside and outside the school and with the user charges imposed, parents will opt to sending male children to school than female ones. Alternative justification for user charges and cost recovery measures in the Zambian education system must involve the participation of the poor; people that stay in the rural areas; the handicapped, the girls and other vulnerable people in society. According to (Carmody, 2004) the Zambia education system has been faced with severe constraints in items of finance. This can be solved by the increase in the sector funding by the government and the private sector. Increased funding in a particular sector increases financial resources. The increased financial resource can be used for the construction of educational facilities for handicapped children as well as building new and better schools in the rural areas. Such resources can also be used for sponsoring the education of children from the poor families in education. This can change the face of education in Zambia if it is effectively implemented. In conclusion, user charges and cost recovery in the Sub-Saharan countries cannot alone bring about equity in the distribution of resources in entire society because such countries are still developing. This means that the presence of a large number of poor people in these countries tends to bring about such irregularities. Therefore, in order for the vulnerable to be fully incorporated into the education system, there would be need for assistance in the form of funding by the government and the private sector. These should also be involved in the provision resources and the running of education system in order for them to counter check the progress of education of the people being sponsored as well as the people sponsoring themselves.