Argument. Men and particularly princes Essay Example for Free

Argument. Men and particularly princes Essay Argument Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Men and particularly princes should be very careful when making their decisions and they should not be concerned by the making decisions that always favors their subjects and friends but they should be concerned more on the outcomes of their decisions and whether those decisions will benefit their state. I strongly believe that there should not be procedures and methods set to be used by princes in dealing with their friends and subjects. This is because different situations require to be handled differently since the societies keeps changing and therefore, princes should not follow set procedures and methods.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Princes are judged by their subjects through their qualities which will make their subjects either to praise them or to blame them. However, it would be very difficult for the princes to fulfill all the qualities that their subjects expect them to have due to human nature. Therefore, princes should be very careful to escape from bad reputation of those vices which would make them lose the state.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I agree with the statement that a quality which seems to be a virtue, if pursued may end up destructing the individual who decides to pursue such a quality; while another quality which appears to be a vice, if an individual decides to pursue such a vice might end up being more beneficial to such an individual and to the society. Therefore, princes should be very prudent when making decisions since a quality which seems to be vice may end up being a virtue, and vice versa.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Princes can be generous which seems to be a virtue but may end up giving them a bad reputation among their subjects. This is because such princes maybe generous and end up using up all their resources or overburdening their subjects with excessive taxes and doing everything possible in order to the funds. This quality of generosity may give such princes a bad reputation and his generosity may end up offending their subjects thus hating their princes. Also through not being generous may lead them to appear to be a miser according to their subjects.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For instance, Pope Julius II although he used his generosity to attain papacy however he decided to end his generosity in order to reduce the expenditures so as to be able to wage war. Therefore, princes should use any virtue such as generosity in a way that will not harm them. In this regard, princes should avoid overburdening subjects or becoming poor as a result of their generosity. Also, in order for a prince to avoid destroying their rule they should not mind being branded as misers since this would be a key vice that would help them to rule their subjects.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although princes should avoid being cruel and should be merciful but they should be very careful not to abuse their mercy. This is because being too merciful may be abused which may lead to disorder in a state resulting to increased crimes thus harming the society at large. For instance, although cesare Borgia was regarded cruel, he was able to restore order, peace and unity in Romagna through his cruelty. Therefore princes should not mind being refereed to be cruel in their attempts to keep their subjects loyal and united. It would be much safer for princes to be feared than being loved by their subjects. In this regard they should do anything to ensure that there is order, peace and unity in their states even if it means taking someone’s life for the benefit of their states at large. This may result to some of their subjects hating them however, this would be less harmful to them and also it would beneficial to their states at lar ge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Princes should not care much on keeping their promises to their subjects and in some circumstances the princes are supposed to manipulate their subject’s mind with shrewdness if this would be more safer for them and also if this would be more beneficial to their state. Princes must be aware of how to deal with different situations since fulfilling their promises in some circumstances would bring harm to them and to their subjects. In such situations such princes should be wise and know how to deceive their subjects to avoid fulfilling their promises where they feel that keeping their words would bring harm to their state or to themselves.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this regard, princes are not necessitated to have all the good qualities but it is very important for them to appear as if they have them. This is because having those all qualities and practicing all of them would bring more harm. For example, appearing being faithful, religious, merciful, trustworthy and humane among other good qualities would be necessary and princes should know how to practice them in different situations, however, practicing all of them would lead to more harm than good as subjects would misuse them to cause disorder which may increase the crime rates which would be harmful to the states. References Machiavelli, NiccoloÃÅ'â‚ ¬. The prince. Belle Fourche: NuVision Publications, 2004. Print. Source document

Effects of the French and Indian War

Effects of the French and Indian War Why do I think the French and Indian war created America? Much of historians work on the creation of America has focused primarily upon the War of Independence and its great influence in shaping the institutions of the American state. This scholarly focus upon the War of Independence as the cradle of America has meant that the French and Indian war has rather less significance in the popular imagination than it merits. It is the aim of this essay to demonstrate that the French and Indian war was not just a mere precursor to the much more widely recognized American War of Independence but rather a seminal event in its own right that had a profound effect on the course of American history. The French and Indian war sowed the seeds for the creation of America as we know it today. The noted historian Fred Anderson believes that the importance and influence of the French and Indian war was such that he terms it â€Å"the war that made America.†[1] The argument that the French and Indian war created America shall be made with the expositio n of the following points: Firstly, the war changed the colonials’ view of their own standing within the Empire. They believed that they had proved themselves as equals but their status had not undergone a similar conversion in the eyes of the Whitehall. Secondly, the removal of the French threat from North America led some to question why they needed to continue in their relationship with the British. Thirdly, the French and Indian war led to the Royal Proclamation of 1763 which denied the expression of the colonies’ determination for further westward expansion. Finally, the cost of the French and Indian war, and the wider Seven Years War  led to increased taxes being imposed upon the colonies, taxes that were increasingly seen as an unjust imposition. All of these factors outlined converged to produce the thirst for independence from the British Crown and led ultimately to the creation of America. The French and Indian war initiated a cultural shift which led the colonials to conceive of themselves as equal partners in the [British] empire†[2], an idea that put them at odds with their British overlords and ultimately led to conflict with the British Empire and the eventual creation of a independent America. The colonists assumed that their efforts in the war had proved their status as equal members of the Empire. They were, in their own opinion now ‘partners in Empire.’ There was a sense of pride in belonging to the Empire. Benjamin Franklin celebrated â€Å"not merely as I am a colonist, but as I am a Briton.†[3] In a mood of rejoicing, New York erected statues of King George III and William Pitt. However, the British did not agree that the colonists had earned their newfound status as partners in Empire. The views of the British had not altered, the belief in the Empire’s hierarchy and the primacy of the Crown remained. These competing vision s of empire[4] were irreconcilable and meant yet further division between the two sides. The Treaty of Paris (1763) saw France lose all of its North American territory east of the Mississippi save for the two small islands of Saint Pierre and Miquelon. This routing of the French led the colonies to question quite why they should remain tied to the British. There was now no common enemy to unite them. In 1773 the royal governor of Massachusetts stated that had Canada â€Å"remained to the French none of the spirit of opposition to the Mother Country would yet have appeared.†[5] The removal of the French threat that resulted from the conflict fostered an atmosphere in which the colonials began to give birth to their own ideas of democracy and self-rule thus providing them with the intellectual and philosophical ammunition with which to attack British imperialism The British were concerned that the colonies western frontiers should not expand any further, lest it aggravate the Indian tribes and thus provoke a further spate of conflicts. Furthermore, Britain’s new North American Empire, minus the French, was vast and any efforts to enlarge it yet further risked rendering it ungovernable. As a result the Royal Proclamation of 1763 prohibited further westward expansion beyond the Appalachian Mountains. The ejection of the French from North America meant that the colonists’ desire for further westward expansion grew stronger at the very time when such expansion was denied by the Crown. In the eyes of the colonials the war had opened up the vast North American continent for further expansion and settlement. A 1763 famer’s almanac summed up the prevailing mood; â€Å"But now behold! The farmer may have land for nothing†¦Land enough for himself and all his sons, be they ever so many.†[6] Something had to give and the issue of pushing back the frontiers soon brought the colonies into conflict with the Empire and added to the clamor for independence. Ironically the imperials expansionist ambitions of the settlers brought helped turn them against the impositions of the British Empire. The huge cost of the French and Indian conflict, and the wider Seven Years War meant that British debt spiraled as a result. To help ease this financial burden a greater taxation was imposed upon the colonies. This fiscal burden, along with the philosophical objections no taxation without representation went the famous cry – made the colonies further question the wisdom of British rule. Protecting the continent had cost the British dearly and relative to British taxpayers the colonists paid less in taxes even though they were more prosperous. A prewar British debt of  £73 million had grown to  £137 million postwar[7] and the burden of administering North America was now more costly because the Empire had expanded so greatly. The colonists objected to paying what they saw as arbitrary taxes to a distant parliament where no colonist sat. Furthermore, the new taxes came at a time when the colonial economy was suffering a downturn, making them even more resented. The rebellio n over taxes, the Stamp Act in particular, also had the effect of confirming British suspicions that the colonists longed for independence and helped set the colonist on a collision course with the Mother country. In conclusion, this paper has demonstrated that the French and Indian war was a crucial contributing factor in the creation of an independent America. Whilst the American War of Independence may get much of the glory, the events of 1754–1763 clearly sowed the seeds for the colonies’ break away from the British Empire. It did so due to four key reasons. Firstly the war encouraged the colonials to view themselves as equals yet their status had has not undergone a similar conversion in the eyes of the Mother country, leading to discontent in North America. Secondly, the removal of the French threat also meant the removal of the common enemy that united the colonies and Britain, thus leading the colonists to question their ties to the Crown. Thirdly, the French and Indian war, due to the vast expansion of the North American empire, resulted in Royal Proclamation of 1763 which denied any further westward expansion, the very expansion that the settlers desired. Finally, the c ost of the French and Indian war, and the wider Seven Years War led to increased taxes being imposed upon the colonies who resented paying what they felt were arbitrary taxes to a distant parliament, especially in a time in which they were experiencing an economic downturn. All of these factors combined to stoke the fires of independence and rebellion in North America leading to the creation of an American nation free from imperialism. As Anderson argues, without the French and Indian war â€Å"American independence would surely have been long delayed†[8] Bibliography Anderson, Fred, Crucible of War: The Seven Years War and the Fate of Empire in British North America, 1754-1766 (London: Faber Faber, 2000) -, The War That Made America: A Short History of the French and Indian War (New York: Penguin, 2006) Fowler, William M, Empires at War: The French and Indian War and the Struggle for North America, 1754-1763 (New York: Walker, 2005) Jennings, Francis, Empire of Fortune: Crowns, Colonies and Tribes in the Seven Years War in America (New York: Norton, 1988) McLynn, Frank, 1759: The Year Britain Became Master of The World (London: Jonathan Cape, 2004) Taylor, Alan, American Colonies: The Settling of North America (London: Penguin, 2001) Footnotes [1] Anderson, Fred, The War That Made America: A Short History of the French and Indian War (New York: Penguin, 2006) [2] Anderson, Fred, Crucible of War: The Seven Years War and the Fate of Empire in British North America, 1754-1766 (London: Faber Faber, 2000) [3] Taylor, Alan, American Colonies: The Settling of North America (London: Penguin, 2001), 437 [4] Anderson, The War That Made America , 746 [5] Taylor (op cit) 438 [6] Ibid. 437 [7] Ibid. 439 [8] Anderson, Crucible of Wa,r xi

Country PESTEL Analysis of Nigeria

Country PESTEL Analysis of Nigeria METHODOLOGY Most scholars in various fields have pointed out several factors that they believe are responsible for why certain students chose certain career choice other than their preferred choice of career. Parental factor, peer group influence, financial status of their parents and guardian among other factors could be arguably said as the perceived factors that influence career choice of most under graduates of Nigerian origin. Hence, this work seeks to unveil and ascertain the level of influence on the aforementioned factors, putting into perspective the Nigerian factor. Contrary to the above assertion, some scholars believed that other factors could also be responsible in exerting influence on the individual in deciding which career to pursue knowing that student of Nigerian origin are collectivist in nature whilst others argue based on the job prospect and bad governmental institution set up by the Nigerian government. It is upon these arguments that the methodological chapter seeks to highlight the manner and ways in which the investigator gathered the relevant information and how the information gathered was used to answer the research question. This chapter focused on the discussion of the methods used in the cause of the investigation of this thesis. In other to determine the validity and reliability of this work, the researcher’s methodology is very crucial (Gilham, 2000; Fink, 2005; Brockopp, 2003). The word methodology is been used differently by different scholars in relationship to their chosen profession and areas of specialisation. Methodology in the area of research and investigation simply refers to those procedures employed by a researcher or investigator to uncover or reveal a set of problems; the procedures taken could be theoretical in some cases, and in other cases can also involve systematical collection and analysing of raw data. As a result, this methodological chapter will discuss its findings under the following sub headings, research design, population of the study, sampling pattern, research instrument, administration of the instrument, interviews and ethical issues as relates to the collection and use of data. RESEARCH DESIGN In the course of this research, the descriptive survey design was employed in the study. According to Amaid (2002), the descriptive survey design method of research is about collecting the ideas and data of a sample of the population targeted in the course of the investigation, so as to deduce and draw a conclusion on the population to which the sample is drawn. Surveys are often used in analysing real and concise information how it happen and when it happen. The survey design according to Cobb(2001) states that, the survey design gives the researcher the free will to other range of option within his or he disposal either through interviews, questionnaire or even through observation. The survey method can also use structured, semi structured and even unstructured questionnaire. However, it is believed that it gives the researcher a variety of options in arriving at a given solution that is called Triangulation (Descombe, 2012). This method of research allows the researcher to gather large number of information from respondent in order to infer into the population that is the main target of the study. Invariably, this method is the most suitable for this research. POPULATION OF THE STUDY The population sample involves students both male and female of the University of Bedfordshire, in the United Kingdom who are of Nigerian descent. SAMPLING TECHNIQUE The word stratified means in categories or placing items or people in various categories according to where they belong. Whilst random means a process of selection in which items of a set or population has equal probability of being chosen. In that, the stratified random technique chosen for this investigation reveals that each item selected ranging from male to female, post graduate to undergraduate and even the MBA’s all have equal probably chance of representation. Stratified random sampling technique was used for the study. The stratification was based on gender of the student (male and female) socio economic status of the parents (high and low) and age of the student. The stratified sampling technique according to Descombe (2010), has to do with equal representation according to their proportion in relationship to the number of respondent involved in the research, taking into account such vital information like the demography of the participant. AREA OF STUDY This investigation is carried out in the University of Bedfordshire, United Kingdom. The essence of this investigation is to ascertain the perceived factor’s that influences the career choice of Nigerian university student study in the university. SAMPLE According to Descombe (2012) sample simply means a small proportion of the entire population mapped out for study or investigation. It is believed by the researcher that, information about a field of study cannot be gotten from all the people and not everyone can be reached. Consequently, a selected few from the entire population is relied upon to infer into the remaining, hoping that what it found in that selected few can be qualitative and quantitative enough to be generalised. The total sample for this study consist of 200 students drawn from among the general population of the university of Bedfordshire that are of Nigeria origin and who are currently doing their undergraduate, post graduate and the MBA programmes respectively. RESEARCH INSTRUMENT A designed instrument titled perceived factors influencing career choice of university students was used to collect data for the study. The instrument has two sections 1 and 2. Section 1 of the instrument was designed to elicit respondent demographic data such as age, name, and state of origin. It also contains ethical statements concerning the use of data, confidentiality, and anonymity, the right to withdraw from the research and data security. Whilst section 2; of the instrument was designed to contain the perceived factors influencing career choice of university students of Nigerian origin. Also the section 2 contains a Yes or No based response and a comment box if student thinks otherwise. A follow up interview was also carried out in order to give the research both qualitative and a quantitative base, which was also described by Descombe as Triangulation or mix method (Descombe, 2010). INTERVIEWS According to Descombe (2012), this is a planned talk between two or more respondents that take place in such a way that the respondent is willing to answer questions directly from the person carrying out the interview. Notably, interviews are carried out to illicit response on certain issues of investigation. There are basically three types of pattern an interview follows and they are: Structured interview Semi structure interview Unstructured interview But for the sake of this study and investigation, the semi-structured interview was employed in order to follow up the responses given in the cause of carrying out the pilot questionnaire. SEMI STRUCTURED QUESTIONNAIRE This is a situation where the order of questions varies according to the responses given by the respondent as the conversation flows between them. This type of interview is called semi structure because there may be some intended question the interviewer had in mind to ask but keeps his options open depending on the responses of the person being interviewed. Therefore, this piece of research seeks to carry out its interview with ten (10) participants in order to give a different view from the once answered in the questionnaire with a full recording of the excerpt. QUESIONNAIRE The Advanced Learner’s Dictionary defines questionnaire as a set of question printed and submitted either manually or electronically to a set of audience in order to elicit their perception on the topic of investigation. Questionnaires can be delivered on a face-to-face value or by post. According to Descombe (2010), it also involves a set of designed sheet prepared specifically to gather information that could be used in due time for analytical purposes. Therefore, the purpose of using a questionnaire in the research is to find out those perceived factors influencing career choice of Nigerian students here in the University of Bedfordshire United Kingdom. The type of questionnaire employed is a YES or NO type THE DESIGN OF THE QUESTIONNAIRE The design of the questionnaire was motivated and influenced by the topic of investigation that is geared toward investigating the perceived factors that influences career choice of University students of Nigeria. As a result, issues like what questions to ask, pattern to follow in asking the questions and the sequence to which those questions should follow were of primary concern to the researcher. Furthermore, the design seeks to meet the aim and objective toward which it is been carried out and how to possibly collate the information therein. Going by that, the questionnaire was designed to illicit the responses of the participants on the subject of investigation and to see if the designed meets and answers the hypothesis of this investigation by the use of the questionnaire. PILOTING OF THE QUESTIONNAIRE The questionnaire was piloted with a small number of participants in order to know whether the questionnaire designed would meet the targeted aim. The reason is to underscore the shortcoming and strength of the questionnaire in order to give room for amendment where necessary. The process involved in this piloting was carried out through survey monkey where participant respond online through social networks such as the Facebook and Whatsapp and through the e-mails. ETHICAL ISSUES Just like every research and investigation, the researcher faces a lot of issues as relate to been professional and they are Informed consent Data protection and security Confidentiality and privacy Anonymity Brief overview of Nigeria: PESTEL Analysis Nigeria is regarded as one of the most populous countries in the world. It is situated on the western part of Africa with a population of 173.6 million people. Owing to that, there is a prospect for Nigeria to develop in all spheres of life both human and material wise. This work will base its explanation of all the factors mentioned above using the PESTLE analysis. Although, different theories could be used in relation to career and choice but the PESTLE embraces the entire dimension explained so far. The word PESTEL stand for political, economic, sociological, technical, environmental and legal factor of both the macro and the micro society that the students find themselves, which in one way or the other affects the decision of students in pursuit of their careers. (P)OLITICAL SYSTEM This mostly has to do with the governmental decisions of a country. The political culture of a country can influence the decision of career choices of students in that particular country. Over the years governments in most African countries own all higher places of learning and therefore, control the tuition fees and the appointment of lecturers and staffs. Thus, the decisions of government directly or indirectly affect how a student thinks and acts because most students will for the sake of convenience want to attend a university where the tuition fees is quite affordable. The Nigerian constitution of 1999 places the direct control of all public schools in the hand of the government (the constitution of Nigeria, 1999). The educational value index is 0.457 when compared to the US which is 0.939. School leaving age of Nigerian is 9.0 while the mean year for adult is averaged at 25 years thus making it 6334 educational system. The graph above shows the structure of Education in Nigeria; the 6-3-3-4 Educational System. Six years in primary school, three years in junior secondary, three years in senior secondary and four years in the University or polytechnics. (E)CONOMIC SYSTEM The living condition of the people also accounts for why students choose one career over the other. In a country like Nigeria where the social stratification places more gap between the poor and the rich and the average living condition of the people is below one dollar per day, it is believed that the poor will send their children to schools, which they can afford the tuition fees and the rich will do the same (Ekins, 2003; Lizt and Quij, 2004). Human capital development is a key factor in the growth and development of a country Gross Domestic Product (GDP). Nigeria has been improving her Human Development Index (HDI) since its inception to civil rule in 1999. The HDI is regarded as an important element for a nations wealth because it influences all round development of the country especially in areas such as, technology, skilled labored, computer expertise and machines. These developments are seen as important especially if the quality of life and production needs to be improved. Nigeria is ranked at the bottom among 187 countries which 0.487(156 values). Nigeria has a low level of HDI as compared to other countries in the sub region. They are branding of the Nigeria Economy leads to the Gross Domestic Product increase over the years and this has led to the diversification of the economy thereby making Nigeria the largest Africa economy surpassing South Africa. This trend has given rise to students seeking for employment and taking up career choice that they do not have the right aptitude and desire for. The improvement could be seen in the non oil sector of the economy given a GDP of 5.4 percent and 7.8 percent for the year 2011 to 2014. The graph above shows the GDP of Nigeria from 2004 up to the year 2015 showing the projected increase in the gross domestic product of the country. The graph above shows the GDP of Nigeria from 2004 up to the year 2015 showing the projected increase in the gross domestic product of the country. (S)OCIAL SYSTEM This involves all the interactions in the environment putting more emphasis on factors such as the demographic conditions of the actor in the system, their cultural orientation, choice of career and even the dynamism of the population. According to Hofstede (2010), every society has five cultural effect and these issues affect most decision we make depending on our societal values. The following are what he used to describe every society and they are: Power distance. Individuality vs Collectivism. Uncertainty avoidance. Masculinity vs Feminism. Pragmatic vs Normatic These are the five dimension of hofstede(2010). Figure 4. The diagram above shows a comparative view of Nigerian and the United Kingdom cultural setups. As discussed above, it shows the level at which those factors influence the individual in that society. POWER DISTANCE Nigeria scores very high (80%) in power distance as compared to the United Kingdom (35%). This shows that, there is a flow of power from the top to the bottom and people (students) take directive right from the top. It is expected that most students in such countries like Nigeria will pay attention to their parents, guardians, teachers, and even their boss in the office; therefore they tend to influence them positively or negatively in regards to their choice of career. Whilst in the United Kingdom there is a level play ground between parents, guardian, teachers, and even at place of work, such that students are free to make career decisions. LONG TERM ORIENTATION In Nigeria, most people take up careers that have the immediate benefit to their needs due to the poverty level of people in the country; thus they pursue those jobs with big packages so as to be able to fend for their immediate and extended family. Arguably, the Nigerian society is a collectivist society and that makes one to look after the large family; such responsibility influences the choice of career of most students from Nigeria. On the other hand, the students from the United Kingdom take up courses because they have the right aptitude and motivation for that particular course and profession and this is due to the fact that they are individualist in nature meaning that, they do not have pressure from family and friends. (T)ECHNOLOGICAL FACTOR The advent of technology in the country has brought about many hopes and aspirations for most students in the country. The social media has really added flavor to how things are done in the universities. Firstly, most of the students from low socio economic background and students that are engaged in one form of business or the other can key into online universities. Many institutions abroad have enlarged the prospect of students seeking admission into place of higher learning without adequate funds to finance their studies, in that, students from Nigeria are now benefiting from such opportunities because students are mostly influences by their aptitude and belief. Secondly, the advent of technology creates room for ideas to be shared across the world with ease. They tap into things happening in other institutions and universities in the world knowing that they are the future leaders. During General Olusegun Obasanjo’s led government; he encouraged and gave the private sector green light to grow economically in other to ease the burden on the government. This led to various reforms in the country including the Economic reform. Year 2000 saw the government privatisation program showing great sign of real progress thereby making fresh graduates from Universities benefit from the diversification of the economy. With Government having key control of most affairs of the states, the Telecommunication sector has proven a success especially with the introduction of GSM telecommunication in 2001 thus encouraging investments. (E)NVIRONMENTAL FACTOR Most students are kin about what the environment hold for them and with many universities keying into vision 2020. Students tend to pursue careers that will enhance their productivity in the environment. With hundreds of ethnic nationalities holding stakes and wanting clarity on what the Nigerian state holds for them, especially when given the predominance of the three major ethnic groups. This is always a big challenge to students who intend to take up certain choice of careers; thus, it is difficult identifying common goal and aspiration of students based on their career preference either as a group, individual or even sectional interest. Nigerian environment is distinctly divided into two, while the majority of population in the northern Nigerian is Muslims, those in the southern part of Nigeria are Christians with religious and traditional barrier hindering the choice of career of students from these areas, in that, they are mostly influenced by those environmental factors within and outside the society.(kuku,2012). (L)EGAL FACTOR The kind of laws operating in a particular country can hinder the prospect of students. Legislations and policies of government can also influence the effectiveness of students. For instance, in a country where Islamic laws prohibit students from taking some sets of professional job or career, it might not only affect the growth of that country but it will as well influence their choice of career.

Social Promotion VS. Retention Essay -- Essays Papers

Social Promotion VS. Retention Abstract Social promotion and retention are used for various reasons. Retention is implemented when students have not met the general requirements to begin the next grade. The question that will be addressed is how do social promotion and retention differ? The overall meaning of both will be addressed to give the reader a better understanding of the two. Social promotion is the practice of promoting a student to the next grade level even if the minimum academic factors have not been satisfied. Retention is the approach that is most widely practiced. This is the retention of a grade to reinforce academics. The pros and cons, static’s, and drop out rates will be discussed. All of these factors will be addressed so that the reader can be aware of the opinions on the issues. This critical issue of Social Promotion and retention is a hard one to figure out. Exactly what is social promotion? Social Promotion is the practice of promoting students to the next grade level regardless of their academic progress. How serious id this issue? It is so serious that California, Delaware, South Carolina and Wisconsin have all passed laws forbidding the practice and in effect requiring schools to reinstate retention. What exactly is retention? It is the practice of holding back students to repeat a grade if they have not successfully met the requirements to go to the next grade level. This has been the practice of school systems for many years and The National Center for Education Static’s show that 16.8% of seniors have repeated at least one grade. The most frequently repeated grades were kindergarten through second. Does retention work? In the majority of studies done they... ...es to Help Students Succeed, North Central Regional Educational Laboratory. Kelly, Karen (1) Kelly, K. (1999). Retention vs. Social Promotion: Schools Search for Alternatives . Harvard Education Letter. Albany, NY. Ruldolph, Angela (1) Johnson, D. and A. Ruldolph (2001). Beyond Social Promotion and Retention-Five Startegies to Help Students Succeed, North Central Regional Educational Laboratory. Teachers, American Federation of (1) Teachers, A. F. o. (1997). Taking Responsibility for Ending Social Promotion: A Guide for Educators and State and Local Leaders. U.S. Department of Education. Thompson, Charles L. - Cunningham, Elizabeth K. (1) Thompson, C. L.-C., Elizabeth K. (200-12-00). Retention and Social Promotion: Research and Implications for Policy. ERIC Digest. New York. 161.

Arthurian Literature: The Evolution of Merlin Essay -- Literature

Arthurian Literature: The Evolution of Merlin  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   In all the long history of literature, some fictional characters have loomed above others, written about again and again by various authors of various eras. Arthurian literature is one area of fiction that has always been popular for writers to recreate in new versions, and one of the most intriguing characters of all Arthurian literature is Merlin, the magician/ prophet who aids Arthur early in his reign. As the Arthurian saga develops, so does Merlin, changing from an aloof, druidical character into a more human, magical being, though always retaining some traces of his Welsh origins. Merlin gains his first mention in eight ancient Welsh poems attributed to the Welsh bard Myrddin. (Bruce) Signs of his Welsh, druidical heritage are all through the verses. One poem invokes an apple-tree to hide Merlin from his pursuing enemies, and magical apple-trees are common in Welsh fairyland. Another of Merlin's purported poems is addressed to a little pig, and in another he mentions a wolf as one of his few companions. Both of these animals are common devotional cult-objects in Welsh druidism. One poem indicates that Merlin/Myrddin spends a great deal of his time with deer, perhaps even appearing in the form of a stag and living as one. This description is reminiscent of the Welsh stag-god Cernunnos, "The Horned One," who appears as a man with a stag's head and associates with deer. (Tolstoy) In the Welsh poem "Ymddiddan Myrddin a Thaliesin" ("The Dialogue of Merlin and Taliesin"), written down around 1050, we receive our first indication of Merlin's most prominent gift in la ter literature, that of prophecy. The poem ends with the lines "Since I, Myrdin, am next after ... ...ne of the great and enigmatic characters of the Matter of Britain and, for that matter, of all literature.    Works Cited Bruce, Dr. James Douglas. The Evolution of Arthurian Romance. Gloucester, Mass.: Peter Smith, 1958. Loomis, Roger Sherman. The Arthurian Romance. London: Hutchinson & Co. Ltd., 1963. Loomis, Roger Sherman, ed. Arthurian Literature in the Middle Ages: A Collaborative History. Clarendon Press, 1959. Ownbey, E. Sydnor. Merlin and Arthur: A Study of Merlin's Character and Function in the Romances Dealing with the Early Life of Arthur. Vanderbilt University, 1932. Paton, Dr. Lucy Allen. Studies in the Fairy Mythology of Arthurian Romance. New York: Burt Franklin, 1960. Tatlock, J.S.P. The Legendary History of Britain. Berkeley & Los Angeles: University of California Press, 1950.       Arthurian Literature: The Evolution of Merlin Essay -- Literature Arthurian Literature: The Evolution of Merlin  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   In all the long history of literature, some fictional characters have loomed above others, written about again and again by various authors of various eras. Arthurian literature is one area of fiction that has always been popular for writers to recreate in new versions, and one of the most intriguing characters of all Arthurian literature is Merlin, the magician/ prophet who aids Arthur early in his reign. As the Arthurian saga develops, so does Merlin, changing from an aloof, druidical character into a more human, magical being, though always retaining some traces of his Welsh origins. Merlin gains his first mention in eight ancient Welsh poems attributed to the Welsh bard Myrddin. (Bruce) Signs of his Welsh, druidical heritage are all through the verses. One poem invokes an apple-tree to hide Merlin from his pursuing enemies, and magical apple-trees are common in Welsh fairyland. Another of Merlin's purported poems is addressed to a little pig, and in another he mentions a wolf as one of his few companions. Both of these animals are common devotional cult-objects in Welsh druidism. One poem indicates that Merlin/Myrddin spends a great deal of his time with deer, perhaps even appearing in the form of a stag and living as one. This description is reminiscent of the Welsh stag-god Cernunnos, "The Horned One," who appears as a man with a stag's head and associates with deer. (Tolstoy) In the Welsh poem "Ymddiddan Myrddin a Thaliesin" ("The Dialogue of Merlin and Taliesin"), written down around 1050, we receive our first indication of Merlin's most prominent gift in la ter literature, that of prophecy. The poem ends with the lines "Since I, Myrdin, am next after ... ...ne of the great and enigmatic characters of the Matter of Britain and, for that matter, of all literature.    Works Cited Bruce, Dr. James Douglas. The Evolution of Arthurian Romance. Gloucester, Mass.: Peter Smith, 1958. Loomis, Roger Sherman. The Arthurian Romance. London: Hutchinson & Co. Ltd., 1963. Loomis, Roger Sherman, ed. Arthurian Literature in the Middle Ages: A Collaborative History. Clarendon Press, 1959. Ownbey, E. Sydnor. Merlin and Arthur: A Study of Merlin's Character and Function in the Romances Dealing with the Early Life of Arthur. Vanderbilt University, 1932. Paton, Dr. Lucy Allen. Studies in the Fairy Mythology of Arthurian Romance. New York: Burt Franklin, 1960. Tatlock, J.S.P. The Legendary History of Britain. Berkeley & Los Angeles: University of California Press, 1950.      

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Edexcel International General Certificate of Secondary Education and Edexcel Certificate June 2012 – FINAL TImETAbLE International GCSE and Edexcel Certificate Examinations 1. The normal starting time for morning sessions is 9. 00 a. m. and for afternoon sessions 1. 30 p. m. 2. Wednesday 22 August 2012 – restricted release of results to centres only 3. Thursday 23 August 2012 – release of results to candidates www. edexcel. com Edexcel Certificate Examinations are only available to UK centres. 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Goal Line Technology Essay

Introduction Soccer is undoubtedly one of the most popular sports worldwide. From regional club championship to the world cup, each soccer event is watched with tremendous enthusiasm by people all over the world. As soon as the match starts and until it ends, soccer fascinates its viewers by passes, shots, tackles, free kicks and penalties. Of course, in the course of all this, there are also goals. Whenever the ball enters the goal, it is a moment of triumph. For a moment everyone watching is left awe-struck until the realization sets in, and then there is much rejoices. However, what if, the referee blows his whistle and says the goal was invalid. Moreover, what if, a ball that was seemingly deflected by the goalkeeper is counted as a goal. Obviously, this would have its repercussions, but this is the idea pronounced in the goal line technology. Two IFA-approved methods of implementing goal line so far exist – Hawk-Eye and GoalRef. To start a discussion about goal line, it should be unde rstood how each of these technique works. Hawk-Eye, the more favored technique, is one which is already being utilized in the sports of cricket and tennis. The technique makes use of six high-speed cameras linked to fast-processing computers. These cameras track every movement of the soccer ball as it moves through the field, and the computers calculate the relative position on the ball based on metrics provided by the cameras. When the ball would pass the goal line, the computers would be able to determine this and the possibility of a goal would have to be judged. The technique is more favored because of its potential to produce excellent 3D replays of what took place, and also because it can be used on-field for other purposes than just goal line. For instance, the curves a specific free kick shot took, or even if an offside actually occurred or not could be realized with the help of Hawk-Eye. However, this technique would be quite expensive to implement. High-speed cameras aside, every soccer stadium would also need to implement black netting which is also a prerequisite of Hawk-Eye. On the other hand, GoalRef is a much more economical option. GoalRef makes use of a low-powered magnetic field around the posts and a magnetic probe in the ball. As soon as the low-powered magnetic field is found to be penetrated by the magnetic probe completely, the referee is notified through a hand-held device that a goa l has occurred and the referee can announce it almost immediately. The relative simplicity of the design and technology being used also makes it easier for ball manufacturers to add probes into the balls. However, compared to the multiplicity of uses that Hawk-Eye provides, GoalRef is a bit lacking. Taking into consideration these factors, the discussion in this paper would focus on both the technologies rather than one. (EuroSport, 2012) Goal line technology has been debated from both ends of the argument by various soccer overseeing bodies – such as FIFA and UEFA – for much of the last decade. However, to-date, no compromise has been reached. There are two reasons for which goal line technology has been proposed. Firstly, according to international soccer rules, a goal is scored if a ball completely passes the goal line. However, the on-field referee cannot judge this as he has to stay away from the goal during times of attack and defense. In the recent past, this inability of referees has resulted in many wrong judgments. Secondly, the use of decision-aid technology is being aggressively integrated in various other sports. With every passing year, popular sports across the world are introducing decision-aid technology to either aid existing referees or even replace them. As the pressure on soccer associations mount, it has become necessary to realize whether goal line technology is good or bad for the game. This paper would argue that goal line technology is essential as it provides essential benefit to the game and also because arguments against it are largely invalid. Providing Transparent Justice The inclusion of technology, however slight, in decision-making capabilities would enhance the decisions made by the referees. The refereeing system employed in soccer is known to possess quite limited capabilities (Collins, 2010). In essence, it consists of three individuals; a main referee and two assistant referees. The standard is that the main referee runs diagonally from the north-east of the field to the south-west. However, the main referee does not normally enter the penalty area. However, both of the aforementioned criteria are not strict and the referee can follow his own path during the course of the match. As the diagonal run of the main referee covers the north-east and south-west area of the field, the assistant referees essentially are responsible for judging the north-west and south-east area of the field. The assistant referees are also responsible for calling offside and throws. From this brief description, it might seem that the refereeing system is quiet adequate . However, this is quite incorrect as this system does not allow the referee to provide what is known by transparent justice, i.e. what appears to be the most correct decision (Colwell, 2000). First of all, it should be noted that the issue of transparent justice only arose in the last 15-20 years as broadcasting of soccer matches and events grew only more popular (Colwell, 2000). Before that the referee’s decisions were largely associated with presumptive justice, i.e. justice is done because one was in position to assess it. This presumptive justice was assumed to be transparent justice. The referee called it as he saw it, and that was the end of it. The referee’s authority was based on the notion of epistemological privilege, i.e. the referee was in the position to best see it as it is, as he had the closest view of the player’s action and he possessed greater knowledge of soccer rules (Colwell, 2000; Collins, 2010). However, with television broadcasting, there came the concept of replays. The replay allowed the viewer to see from multiple of angles an event within the match. Moreover, even the notion of speed could be slowed down to clearly realize what actually happened within a particular event in the match. Even further, the rules of soccer were quickly made available online and the growing interest in soccer made players known to most of the rules (Leveaux, 2010). The epistemological privilege that the referee held had been completely desecrated when newer technologies came to be known (Colwell, 2000). The referee no longer had the superior view, as the viewers through television often could see what actually occurred from different views and even speeds. This provided the viewer to be in a position of greater epistemological privilege than the referee. As the referee has lost his epistemological privilege, it has only become questionable that soccer relies only on the referee to make decisions. Some might even question whether referees are even needed as even a knowledgeable individual watching the match from a television set is bound to make better calls than the on-field referee. The loss of epistemological privilege is best seen in the penalty area. The most intense of occurrences in soccer tend to occur in the penalty area (Collins, 2010). However, it is also one area where the referee cannot be present (EuroSport, 2012). As is quite freq uent, the penalty area tends to be filled up with defenders and attackers during an intense play, and the referee can in such a position only view from far. Moreover, any decisions that the referee makes is from a distant viewpoint or either through the help of an assistant referee (Collins, 2010). However, this means that the referee is not able to call it as it is, but rather call it as he sees it. This means that the referee is no longer the best provider of transparent justice in a match. The issue particularly arises as sometimes during most intense of plays the ball barely passes through the goal line and is then quickly pulled out by a defending player or the goalkeeper. Such an occurrence cannot be seen clearly either by the referee or any of his assistants. It should now be noted that the goal line technology allows even such a brief event to be recognized and hence transparent justice to be provided. For this reason, as a goal line technology would provide better justice, and as the notion of fair play requires that better justice be provided, the argument for the implementation of goal-line technology only gathers momentum. The Invalidity of Arguments Against The main reason for not implementing the technology is said to be that it would reduce the fun in the game. Although this reason seems to be one of the weaker ones that can be given against GLT, it also seems to be the one that many aficionados and supporters favor. For them (and it seems for FIFA), it is these types of incidents in sport that gives it value and makes it entertaining. The notion that fans still argue about England’s goal against Germany in 1966 and their more recent disallowed attempt in the 2010 World Cup as well as countless incidents in club games, indicate that these events remain in footballing consciousness. Yet at the same time, people seem wedded to the idea of justice and fairness and would protest vehemently if they or their team were unfairly penalized or given an undue handicap. Furthermore, in professional sport, where careers and livelihoods are dependent on fair and impartial decisions, the idea that sport is better by not implementing technolog y that would assist in sporting justice seems peculiar indeed. (Leveaux, 2010; Ryall, 2012) The philosophy of sport literature is replete with discussion on fairness and justice so much so that it arguably accounts for the greatest proportion of academic thought in this domain, whether this centers on doping, cheating, spoiling, or the characters and virtues of those involved. So to say that it doesn’t really matter whether sport is fair or not seems to be inconsistent with the amount of time and effort devoted to discussing it. Sport is based on a notion of fairness however that notion is defined. If players didn’t think that they were being given a fair chance (and this includes handicaps in sports such as sailing and golf) then they would soon give up participating. As such, it would be absurd to argue that officials (at the bequest of governing bodies such as FIFA) provide these controversial incidents so that fans have something to argue about in the pub. Referee Jorge Larrionda didn’t disallow England’s goal against Germany in 2010 because he was being unfair, he simply made a mistake in his observation. As far as Larrionda was concerned he was attempting to be as fair and consistent with the rules as possible, it was his observation skills that let him down. As is noted with reference to FIFA’s other reasons, human error is something that FIFA is happy to accept and even embrace. FIFA’s response may be that since these incidents are rare, the benefit gained from them in entertainment value outweighs the cost to the game itself. What FIFA doesn’t consider in this response however, is the cost that is borne by individual stakeholders, such as managers, players, club owners and investors. Such a cost / benefit analysis, that FIFA appear to adopt with this reason, is a very crude tool to use at the business end of the game. Hence, FIFA’s argument is largely unfounded and does not have any basis. (Leveaux, 2010; Ryall, 2012) Support for Technology Implementation Another reason why technology should be implemented is because the implementation of technology has gathered tremendous support in the past few years. Especially after the incorrect calls in the 2010 World Cup and in some recent league championships, viewers, players and even soccer clubs themselves have called upon FIFA to test and promote implementation of goal line technologies (Ryall, 2012). Even FIFA itself recognized the need for goal line technology after the blunder of the 2010 World Cup (Leveaux, 2010). Despite the necessity of it being realized and this much support, FIFA has time and again waivered on its stance to implement goal line technology. More recently, the head of UEFA blatantly renounced goal line technology by stating that this is not what the fans want, and this is not what the referees want, and this is not what the soccer clubs themselves want. However, there can be no absurd and blatantly wrong assumption than this. A study of the referee’s viewpoints on implementation of technology was conducted by Leveaux (2010). The study interviewed nearly 40 referees from soccer, and also many others from other sports. The referees were interviewed on a variety of topics, one of which was the implementation of technology. Interestingly, majority referees called for decision-aid technology to be implemented in their respective sports. Amongst soccer referees this majority was unanimous. All soccer referees called for technology to be implemented in soccer. Two rationales were provided behind this by the referees themselves. The referees first stated that the notion that soccer is a simple game that has not been intruded by technology so far is incorrect. In fact, technology is currently utilized by referees themselves in pre-game preparation and also in monitoring time-related events, i.e. extra time. Hence, if any implementation is denied on the basis that technology would make the sport lose its charm, it was wrong according to the referees. Moreover, the referees said that the burden of wrong decisions often falls on them and there is not much protection provided to them when such cases occur. Indeed, there are stories of referees being verbally abused for a wrong call. In some cases, referees have also been abused of making right but unpopular calls. The rationale then was that by including goal line technology, the referees would be able to steer the burden of the any possible decision away from them to the accurate technology. Hence, it should be noted that referees were in support of such an implementation and not against it as UEFA and FIFA would have one believe. Even fans and players support the notion of goal line technology. A survey conducted amongst avid soccer fans in AUS also resulted in a similar viewpoint. The survey focused on two questions. The first question was how much does an individual debate on the notion of whether the ball passed the goal or it did not. The second question was straightforwardly asking whether goal line technology should be implemented or not. Around 50 AUS students were surveyed, and all of them were avid fans of soccer. The results found vastly supported the implementation of goal line technology. It was found that a very insignificant minority (15%) actually debated things such as whether the ball passed the goal line, and most people often did not even notice when such things happened during the match. Moreover, nearly 95% said that a technology should be implemented if it allows for a better call on whether a goal has occurred or not. The reason behind this was that soccer fans would like goals to count in a sport where goals rarely occur at times. For instance, in between teams of equal strength, even a single goal could decide the match; however, often the games go on to penalty, and this is more undesirable than even the slight opposition to goal line technology. It should also be noted that a literature review found that most soccer players tend to be supportive of goal line technology. This was because most of these people often worked hard to bring the ball from one half to another, and when a goal that had occurred was not awarded it was often cause for frustration. Hence, it should be realized that implementation of goal line technology held massive amounts of support in fans, referees and players. Conclusion From the discussion above, it is quite clear that the argument for the implementation of goal line technology has a lot of benefits and support. The use of different systems can also allow to make the match only more interesting rather than disrupting to the game’s ‘flow’ or element of ‘interest’. Moreover, the arguments against do not have any actual basis in them. Surveys and literature review have not found any arguments to be valid. More or less, the arguments against is based on the opinions of a select few people are known to be conservative and whose personal interests in the game are affected by the technology. In comparison, an astounding majority supports and advocates the use of goal line technology, and this includes soccer players and almost all soccer fans. It should be noted that the world is changing everyday as newer technological progress is made. In this technologically progressing era, it is only questionable that a sport as popular as soccer has not implemented any aspects of technology within it. When even the most mundane of sports such as cricket have included not only one but dozens of technology that aid in decision-making to its umpires. For these reasons, it should be realized that soccer games should possess goal line technology. References Colwell, S. (2000). The ‘letter’and the ‘spirit’: Football laws and refereeing in the twenty†first century. Soccer and Society, 1(1), 201-214. Collins, H. (2010). The philosophy of umpiring and the introduction of decision-aid technology. Journal of the Philosophy of Sport, 37(2), 135-146. EuroSport. (2012, July 5). Goal-Line Technology: How Does It Work? EuroSport. Retrieved from http://uk.eurosport.yahoo.com/ Mignerat, M., & Audebrand, L. K. (2010). Towards the Adoption of e-Refereeing and e-Ticketing in Elite Soccer Championships: an Institutional Perspective. Paper submitted to International Conference on Information Systems, St. Louis, Missouri. Leveaux, R. (2010). Facilitating Referee’s Decision Making in Sport via the Application of Technology. Retrieved from http://bisongbakiaholmes.files.wordpress.com/ Ryall, E. (2012). Are there any Good Arguments Against Goal-Line Technology? Sports, Ethics and Philosophy. Retrieved from http://goo.gl /6eX4p