Outsourcing Inmates :: Globalization essays, research papers

Outsourcing Inmates is a Bad Move Governor Greg Benson wants to outsource the states medium security prisoners. Outsourcing would mean send inmates in the states prisons out of state to serve their prison sentence. We would be sending these inmates who aren’t just a number; they are fathers, sons, and grandchildren to prisons in states such as Texas or Georgia. He says this will help with over crowding and will save New Hampshire tax payers money. Shipping inmates out of state will hurt the community’s of New Hampshire, it won’t save much money, and is a bad idea.   Ã‚  Ã‚  Ã‚  Ã‚  About 70 protesters, calling them selves Families of New Hampshire Inmates, gathered outside the statehouse on March 15, 2004. The prison staff and families of inmates are concerned about Governor Benson’s plan to ship inmates out of state, which will also send jobs out of state (Inmate). Charlene Newman, a Massachusetts resident, insists it is irresponsible to make budget cuts to the Department of Corrections; it puts a strain on public safety. â€Å"If they send our families away, they are just warehousing them,† Newman said. â€Å"They are going to send them back to this community not reformed, and our communities are going to be unsafe† (qtd in Inmates). Another protester was Portsmouth’s mayor Evelyn Sirrell. Her son is in the state prison on a kidnapping sentence. â€Å"To sit in that room and watch the children, the wives, and the grandparents visit their loved ones is very warming,† Sirrell said. â€Å"I’ve been t aking my 8-year old grandson to visit his father regularly, and his face just lights right up. To snatch that away just isn’t right. I’ll fight this, and fight it and keep on fighting it† (qtd in Manning). â€Å"There’s still a feeling that they are a throw-away society. But everybody makes mistakes, and we should give these inmates a chance to bounce back,† Sirrell said. â€Å"Separating them from there families will make it that much harder for them† (qtd in Manning). David Michaud, an inmate at Concord state prison, said the governor’s proposal is causing â€Å"anxiety† and â€Å"uncertainty† among the inmates. (CCA) The Executive Councilor of NH, Peter Spaulding, doesn’t agree with Benson either. He notes the Governor didn’t even consult with the council or legislators before enouncing his plan. â€Å"To me it doesn’t make a lot of sense. Nobody went to the legislature or the council, and there wasn’t even much consultation with corrections officials from what I can tell,† Spaulding said.

Jane Eyre by Charlotte Bronte Essays -- Jane Eyre Charlotte Bronte Ess

Jane Eyre by Charlotte Bronte Jane Eyre, a novel about an English woman’s struggles told through the writing of Charlotte Brontà «, has filled its audience with thoughts of hope, love, and deception for many years. These thoughts surround people, not just women, everyday, as if an endless cycle from birth to death. As men and women fall further into this spiral of life they begin to find their true beings along with the qualities of others. This spiral then turns into a web of conflicts as the passenger of life proceeds and often these conflicts are caused by those sought out to be guides through the journey of life but merely are spiders building a magnificent web to catch its prey. In Jane Eyre, Brontà « uses the literary elements of plot and character to convey the theme that a person often falls in love with a manipulator because she has little experiences of other forms of love and as a result she has to establish her own integrity. Brontà « uses the character element of opinions to show how some people often form conclusions about others and express them in their thoughts as either cruel or friendly. Since Brontà « bases Jane Eyre as story told through a young lady the reader is allowed to experience her thoughts and reactions to those around her who make her very personality. As Jane is in her youth she develops these notions about her own family yelling at her cousin John saying, â€Å"You are like a murderer--you are like a slave-driver—you are like the Roman Emperors.† (p. 8) Not only showing that Jane has the intellectual maturity much greater than that of a normal ten-year-old but also that she finds John cruel and sees him becoming a bad man when he grows up. Due to Mrs. Reed’s lack of discipline John did grow as his cousin perceived causing his own demise and the relief of Jane for her cousin no longer could torment those lesser than himself. â€Å"Mr. Rochester continued blind f or the first two years of our union: perhaps it was that circumstance that drew us so very near – that knit us so very close: for I was then his vision, as I am still his right hand. Literally, I was the apple of his eye.† (p.578) Jane expresses her grief over Rochester’s injuries but emphasizes her constant love as everything that he has lost. Rochester appears completely opposite from the first time they met; he’s helpless just as Jane was when they first met and it is her in... ...oach, nor will you stir one step to meet it where it waits for you.† (p.248) Rochester notices her fault and clearly points them out to her. Allowing a person to hear their own faults causes them to examine whether or not these accusations are true or not. In Jane’s case Rochester pinned out Jane’s faults and he’s doing his part to help her become more like him instead of being a shy, little, shrewd Quaker. The fortune-teller finally mentions Jane’s love for Rochester, but unknown to Jane the fortune-teller is Edward Fairfax Rochester. Jane hints toward this love but has clearly been manipulated by Rochester into his entanglement of love, which Blanche was thought to be in the center of. The main point of Rochester’s deception is to encourage Jane to except her love and express is to someone other than Rochester and to feel love for the first time if at all possible. As Brontà «Ã¢â‚¬â„¢s novel is read over through the generations, the theme that a person can be manipulated into love and often times has to find her own integrity is passed on. By using many different elements of plot and characters she creates a novel forever found to be part of American Literature and English History.

Geopolitics in humanitarian action Essay

The analysis of how political decisions are conditioned by geographical settings is the subject matter of geopolitics. In purely spatial terms, geopolitics is the study of boundaries and areas. In conceptual terms, geopolitics comprises the study of international relations and the outcome of power struggles, at local and global scales. It explores events such as the emergence of new states, the fragmentation of countries, and regional conflicts affecting several countries. The most important and long-lasting geopolitical event of the 20th century is the Cold War. The international humanitarian system has witnessed a dramatically transformation since the end of the Cold War, and even more so since the â€Å"war on terror†. To understand humanitarian intervention in contemporary complex emergencies, the course will analyze the humanitarian action and the changing geopolitical system. We will discuss many of the fundamental debates concerning the nature, effectiveness and evolution of the humanitarian actions, the different humanitarian actors and the accompanying political dynamics that arise in variety of regional contexts. Among other issues, students will critically analyze the relationship between aid and conflict; concepts of neutrality; relationship to military intervention; among others. We will use case studies to understand the growing complexity and the political weave of actors and influences affecting all those involve in humanitarian action and the changing operating environment. The course will encourage students to consider what is or could be the international community‘s ―carrying capacity for response in a future of small-scale and regional wars producing humanitarian crises in the years to come. Finally, the course discussion will focus in on models of cooperation among actors that empower rather than marginalize those populations and communities trapped in conflict, displacement and deprivation. Course general objectives This course examines the evolution of the humanitarian action in relation to changes in the international system. The students will be able to: a) Analyze the political economy of conflict and humanitarian assistance; b) Analyze the evolving nature of conflict in the international context; c) Understand the evolving architecture of the international humanitarian system; d) Analyze contemporary aspects of security and conflict, the concept of state sovereignty, and the uneven geopolitics of humanitarian action; e) Explore major debates and controversies of contemporary humanitarian action. Methods of assessment Grading will be based on the following marks: VG or G (Distinction or Pass) as well as ECTS grades. Grading will be a combination of the in-class team oral presentations (40%), a written final essay (50%), and the active participation of students in class (10%). The groups will be integrated by 5 or 6 students each. They will present to the class one selected humanitarian intervention case in 30 minutes with 15 additional minutes for questions and answers. All members of the group should participate. Presentations will be scheduled the first day of the course. The humanitarian intervention recommended for presentations are: Syria, Iraq, former-Yugoslavia (Kosovo), the Horn of Africa, Ruanda, Afghanistan and Sudan. We can discuss other humanitarian interventions. This course is heavily participatory. For this reason, presence and active participation will be expected at all sessions. Participation shall reflect critical analysis and reflection based on readings. The final written essay will be submitted during the IX Session of the course (Friday 22 November). The professor will explain the essay ´s topic in the beginning of the course. The essay consists of a maximum of 2500 words. Preparation for class includes readings from books, articles, and websites. Classes are a combination of lecture, discussion, presentations, and videos. Sessions overview Session I: Mon 4 November, 10-12 Room TBA Introduction: Overview of course and topics presented; course requirements and expectations. Objectives: 1. Review of Syllabus; 2. Discussion of course requirements; 3. Selection of oral group presentations. Session II: Wed 6 November, 10-12 Room TBA Geopolitics: Overview Conflict analysis and the political economy of violence Objectives: 1.- Understand the changing dynamics of conflict in the international system; 2.- Develop alternative means of analyzing conflict and understanding the impact of conflict; 3.- Understand the interaction of humanitarian programming and conflict. Session III: Fri 8 November, 10-12 Room TBA International and regional organizations in the global system Objectives: 1.- Understand the role of governmental and non-governmental actors in the international system; 2.- Discuss the role of security institutions: What is the role of NATO, UN, UE, OAS and the other regional organizations in dealing with interstate and intrastate conflicts? Session IV: Mon 11 November, 10-12 Room Eng TBA The evolving nature of humanitarian crisis Objectives: 1.- Understand the changing nature of humanitarian crises; 2.- Analyze the implications for state sovereignty of International humanitarian action. Session V: Wed 13 November, 10-12 Room TBA An introduction to humanitarian action and the evolving architecture of humanitarian intervention Objectives: 1.- Describe the historical evolution and trends in humanitarian action; 2.- Understand the normative foundations of humanitarian action; 3.- Understand the normative frameworks that have guided humanitarian action. Session VI: Fri 15 November, 10-12 Room TBA Main players and actors in humanitarian action Objectives: 1.- Understand the definitions, types and organization of humanitarian agencies. Session VII: Mon 18 November, 10-12 Room TBA The contemporary operating environment Objectives: 1.-Explore the major debates and controversies of contemporary humanitarism Presentation of 2 Case Studies Session VII: Wed 20 November, 10-12 TBA The future of humanitarian action 1.-Understand a complex political emergency and its consequences; 2.-Identify recent trends in humanitarian action. Presentation of 2 case studies Session IX: Fri 22 November, 10-12 Room TBA Final discussion on models of cooperation among diverse actors that empower rather than marginalize vulnerable populations and communities trapped in conflict and humanitarian action. Presentation of 2 case studies and final essay submission. Literature List Books required: Walker, Peter & Daniel Maxwell. Shaping the Humanitarian World. New York: Routledge, 2009 http://www.amazon.com/Shaping-Humanitarian-World-Global-Institutions/dp/0415773717#reader_0415773717 Electronic resources: Anderson, Mary. The Do No Harm Handbook. Cambridge, Local Capacities for Peace, Project, 2004. Accessible on: http://www.cdainc.com/dnh/docs/DoNoHarmHandbook.pdf Barnett, Michael. Humanitarianism transformed. Perspectives on politics, Vol. 3, No.4 (Dec., 2005), pp. 723-740. Accessible on: http://www.jstor.org/stable/3688176 Bellamy, Alex. The Responsibility to Protect—Five Years On. Ethics & International Affairs Vol.24 (2), 2010, pp. 143–169. Accessible on: http://responsibilitytoprotect.org/Bellamy.pdf Collinson, Sarah, Samir Elhawary and Robert Muggah. States of fragility: stabilization and its implications for humanitarian action. Disasters. Vol. 34 Supplement, 2010, pp. 275−S296. Accessible on: http://www.odi.org.uk/resources/docs/5978.pdf Klare, Michael. The New Geography of Conflict. Foreign Affairs, Vol.80, No.3 (May-Jun., 2001), pp. 49-61. Accessible on: http://www.jstor.org/stable/20050150 Moore, Jonathan. Deciding Humanitarian Intervention. Social Research, Vol. 74, No. 1, Difficult Choices (SPRING 2007), pp. 169-200. Accessible on: http://www.jstor.org/stable/40971894 Rieff, David. Humanitarianism in crisis. Foreign Affairs, Vol.81, No.6 (Nov-Dec 2002), pp. 111-121. Accessible on: http://www.jstor.org/stable/20033348 Chapters of books recommended: Bellamy, Allex. †Humanitarian Intervention in world politics† in Baylis, John et al. The globalization of world politics: An introduction to international relations. Oxford: Oxford university Press, 2008, pp. 522-538. Duffield, Mark. †Global Governance and the New Wars† In Duffield, Mark. Global Governance and the Causes of Conflict. New York: Zed book, 2002, pp. 108-136. Keen, David, †Going to War: How Rational Is It? in International Committee of the Red. Cross, War, Money and Survival. Geneva, 2000, pp. 28-31. Kupchan, Charles A. †Empires and Geopolitical Competition: Gone for Good† in Crocker, Chester et al. (eds.) Turbulent Peace: The challenges of managing international conflict. Washington: United States Institute of Peace, 2001,pp. 39-52. Spearin, Christopher. †Humanitarians and mercenaries: Partners in security Governance?† in Krahmann, Elke. New threats and new actors in international security. New York: Palgrave Macmillan, 2005, pp. 45-68 Rufin, Jean-Christophe †The Economics of War: A New Theory for Armed Conflicts† in International Committee of the Red Cross. War, Money and Surviva, Geneva, 2000, pp. 22-27 Recommended reports and electronic articles: ICISS. The Responsibility to Protect. Report of the International Commission on Intervention and State Sovereignty. New York, UN, 2001. Accessible on: http://responsibilitytoprotect.org/ICISS%20Report.pdf The Sphere Project. â€Å"Humanitarian Charter & Minimum Standards in Disaster Response† http://www.sphereproject.org/content/view/27/84/lang,english/ de Torrente, Nicolas. Humanitarian Action under Attack: Reflections on the Iraq War. Harvard Human Rights Journal. Vol. 17(1), 2004, pp. 1-30. Huysmans, Jef. Shape-Shifting NATO: Humanitarian Action and the Kosovo Refugee Crisis. Review of International Studies, Vol. 28, No. 3 (Jul., 2002), pp. 599-618. Accessible on: http://www.jstor.org/stable/20097813 Weiss, Thomas and Peter Hoffman. The Fog of Humanitarianism: Collective Action problems and Learning-Challenged Organizations. Journal of Intervention and Statebuilding, Vol.1 (1), 2007, pp. 47-65 Useful Humanitarian websites: Relief Web http://www.reliefweb.int Alert Net http://www.alertnet.org Collaborative learning project http://www.cdainc.com/cdawww/default.php United Nation Office for the Coordination of Humanitarian Affairs. http://www.unocha.org/ World Food Program: http://www.wfp.org The Humanitarian Policy Group www.odi.org.uk/hpg/ The Humanitarian Practice Network www.odihpn.org/ The Sphere Project http://www.sphereproject.org/ Action Learning Network for Accountability http://www.alnap.org/ And Performance (ALNAP) The Humanitarian Accountability Partnership www.hapinternational.org/ International (HAP-I) People in Aid www.peopleinaid.org/ Websites of major humanitarian agencies UN Office for the Coordination of Humanitarian http://www.unocha.org/ Affairs (OCHA) International Committee of the Red Cross http://www.icrc.org/ International Federation of Red Cross and http://www.ifrc.org/ Red Crescent Societies Mà ©decins sans Frontià ¨res http://www.msf.org/ The World Food Programme http://www.wfp.org/ Oxfam http://www.oxfam.org/ World Vision http://www.wvi.org/ CARE http://www.care.org/ Journal of humanitarian Assistance: http://jha.ac Videos: Kofi Annan: Center of the Storm, PBS Video, 2002

The Munich Putsch 1923 – source related study

1. Source C, Prelude To Terror was written by Richard Hanser in 1971 and seeks to discredit Hitler and show him as a coward we know this because he says that Hitler pretended he was shot dead and then fled from the scene of battle. And he also wrote â€Å"at no point did he behave heroically† and â€Å"he did not exactly cover himself with glory†. Hanser also wrote sarcastically that it is extremely hard or maybe impossible for the average man to lift someone even if he or she was a child. â€Å"Not an easy thing to do with only one arm in working order†. By saying this Hanser thinks the event about Hitler saving a little boy is a story, he thinks source B by John Toland is a story. Source B is a story made up by the Nazis while source C is more likely to be what had actually happened. Source B on the other hand was published by John Toland in 1976 and is sympathetic towards Hitler, he uses words such as â€Å"painfully†, â€Å"struggled†, â€Å"slowly† and â€Å"agony† to describe how. John's sympathy continues by John describing how Hitler looked whilst he was escaping, he had a â€Å"pale face†, â€Å"cradling his injured arm† and his hair was â€Å"falling over his face† , according to John's description of what Hitler looked like when he escaped from the battle. Then John Toland said Hitler wanted to pick up a little boy who was â€Å"bleeding profusely†, and carry him to safety but schultze (Hitler's driver) told him not to and called someone else to take him. Source B views Hitler as a hero who cares deeply of Germany and it's citizens. John seems to have based this source on Nazi myth. The writer of source C wants to show Hitler as a coward. Hanser thinks that the Nazis made up a story about a little boy, this story is source B. 2. Source A is written by Konrad Heiden and is more likely to be true then sources B, C and D. It is more reliable then these sources because source A contains information provided by a witness that was their probably at the time of the Munich Putsch and saw the event. However witnesses are people who can forget over long periods of time, the witness information of source A was retrieved thirteen years after the event in which he or she could have forgotten. The witness could lie or be biased because he or she might want Hitler to look bad, as he does in Konrad Heidens witness account. Witnesses can get confused over long periods of time if they not clear of what happened and can slightly change the fact if they give their view of what happened. However eyewitnesses have seen the event that they talk about. A witness, as in one witness is less reliable then several witnesses. If witnesses agree on an event that event is more likely to be true then a single witness who could be biased, lying, confused or forgotten about what happened. Source A agrees with sources C and E. Source B is probably the least reliable out of all the four sources because, for a start it does not agree with any of the sources except unreliable source D. Which means that it probably is not true. The writer of source B, John Toland had his view of the Munich Putsch published fifty-three years after the event so probably got his information from secondary sources. If there were witnesses or a witness account in the source then John probably would have stated it. It is unlikely that a witness could survive for over sixty years of age And if he/she did, it would be hard for he/she to remember from the age of about seven. Witnesses or a witness could have forgotten over a long period of time such as fifty-three years. It is unlikely that John's source had been assisted by a witness or witnesses. Source B is based on the Nazi propaganda of making Hitler and the Nazi party appear the fittest party for ruling Germany. Source B is very unreliable. Source C was written forty-eight years after the Munich Putsch so also probably was not aided by any witnesses. Richard Hanser the writer of source C agrees with source A that Hitler acted cowardly during the event. Richard says, â€Å"at no point did he behave heroically†. Page 2 Source A says Hitler â€Å"was the first to get up, run backwards and drive away† which means source A also views Hitler as a coward. Although no witnesses were used to assist source C, source C agrees with the witness assisted source A. Source C is reliable. Source D is a section of the Social Democrats election poster. All parties are expected to discredit all other parties so that they win the most votes and rule. This is what the Social Democrats are doing with source D. We can see this because the election poster says Hitler was â€Å"lying flat on his belly in front of the Feldherrnhalle†, a building near to where the shooting took place. And that he â€Å"crawled† into a car. The poster uses words like â€Å"crawled† and â€Å"belly† to suggest that Hitler was like a worm, weak and slow, and to say Hitler was not heroic. â€Å"Whoever is ill can seek his help with complete confidence† by saying this. The Social Democratic party wants people to think Hitler is weak and slow concerning the ruling of Germany and that everyone knows this. The election poster is biased towards Hitler and the Nazis because they want people to vote for them and not other parties like the Nazis. Basically source D is propaganda for the Social Democrats to win votes, this source is very unreliable. Source E is the most reliable because it was aided by several witnesses, one of those witnesses was Dr Walter Scultz, a German doctor. All the witnesses agree that Hitler did not act heroically, what makes the source much more reliable is that Dr Walter Scultz also mentioned in the source that Hitler did not behave heroically. Shultz is a German doctor, so you would expect him to lie and say that Hitler was a hero. All of the witnesses agree that Hitler â€Å"was the first to get up and turn his back† and that Hitler â€Å"spirited off to the country home†¦. Where Putzi's wife and sister nursed him and where two days later he was arrested†. These quotes backed up by several witnesses further the reliable theory that Hitler is a coward and not a hero. The doctor did not lie, this is what makes this evidence more reliable then all of the other sources, including source A. The writer of source E seems to have checked the witness accounts with other sources of evidence to make sure the witnesses are telling the truth. Source E is supported by the reliable sources A and C. 3. A writer like John Toland would face the following problems when trying to research exactly what happened during the Munich Putsch in 1923. Firstly he would need to find witnesses because witnesses are a very reliable source of Information. Because John Toland's written piece of information was published in 1976 It would be hard for him to find witnesses since most would be dead (humans live for about fifty to sixty years). If he did find a witness that witness would be very old, about seventy and would probably not remember exactly what happened. The witness would not be very clear on what happened and probably would have forgotten parts of what happened during the Munich Putsch. He/she has the ability to lie, be biased or he or she might have forgotten what happened over such a long period of time. A witness's memory could be poor or the witness might be confused or might not be sure what happened. A witness may not be willing to give information about the event or might be ashamed that they took part and deny that they took part, they might hide the fact that they were there. The available evidence could be propaganda, it could have been made up or changed to make someone change the way they think, or to cover up a mistake made by a person or group of people. A writer like John Toland might face problems with documents, documents can be propaganda or biased to one side. Incriminating evidence could have been destroyed after or during a war to hide or censor information. Because of the long time between John Toland's written source and the Munich Putsch primary evidence such as photographs and written information could have been worn out and be difficult to see or read. Also to take into consideration by a writer like Toland is that a photograph could be made up/posed for, or changed. A way of telling if a photograph has been posed for is if the people in it are looking directly at the camera or if a large number of them are facing the camera. If people in a photograph look surprised or if a few or none of the people in it are facing the camera, that photograph probably is genuine. To check if a photograph has been changed it will have to be viewed by a powerful magnifying glass or high tech computer to check for any unusual aspects. Written documents can also be forged, destroyed or could have been worn out so that it would be difficult to read or impossible to read. To check if a document was forged the document Page 3 suspected of being forged should be compared with a genuine document if possible. Torn documents can be pieced together like a puzzle if its pieces were found. 4. An opinion is a point of view; it is what a person thinks about something. Opinions are not capable of being true; an opinion cannot be used as proof. The example of an opinion from source C I have chosen is â€Å"at no point did he behave heroically†. The reason I chose this is because whether a person is a hero or not depends on how a person thinks and feels. This is an opinion, not a fact; it is not necessarily true. A person might say that Hitler was a leader of an army, he should be brave and help his soldiers/secret police in any and every way possible. He should set an example and raise their morale. He should not be throwing himself down as soon as the shooting began and then running away when he got the chance, he should have fought back and helped his men. This is an opinion. Another person might say that a leader of an army should throw himself down for cover and then run away for safety. This is another opinion. They are both two very different opinions. It all depends on a point of view. An opinion is a point of view it can not be fact. However it can still help to find the truth. 5. The fact that reference is made in source E to the testimony of a witness makes it likely to be more reliable than sources B and C. The reason being that source E has been aided by several witnesses that all agree. Witness evidence is a very reliable source of evidence because an eyewitness has actually seen and heard the event; he/she has been there at the time. However witnesses evidence can also be unreliable. An eyewitness can lie, be biased or confused. They might do these thing to cover up their blame, or they might have regretted something, they might be biased because they may want something or someone To look better then it is/was. They might have forgotten about the event or what had happened during the time because so much time has gone by. They might not be clear on what happened or might get mixed up and changed what actually happened, (the fact) to a different story or opinion. Source E is backed up by a Nazi doctor, who would be likely to say that Hitler acted heroically, but he did not say this, in fact he said the opposite â€Å"Hitler was the first to get up and turn back†. Although sources C and B have not been aided by witnesses (no witnesses were mentioned in these two sources), and they have been based on secondary sources; source C is supported by source E in that they both display Hitler as not heroic and cowardly behaved during the Putsch. Sources B and C were published around fifty years after the Putsch, this makes them likely to have been based on secondary sources and withought witness evidence; since witnesses can not usually live long enough up to that time. Source B is not supported by any evidence and seems to have been based on Nazi propaganda, John Toland seems to have not check his piece of writing with other sources. Source B has not been supported by any witness evidence. Source B is the least reliable out of sources E, C, and B. 6. Source E best supports the explanation of events offered in source A because both of these sources give similar accounts of what Hitler did when the Munich Putsch was occurring. Here is an example of what I mean, in source E, William L Shirer, the writer, says Hitler â€Å"was the first to get up and turn back†. He also said â€Å"Hitler was the first to scamper to safety†. Similarly to both of these quotes from source E, source A's writer Konrad Heiden has written that Hitler â€Å"was the first to get up, run backwards and drive away†. The last part. In source A it is also said that Hitler did â€Å"drive away† during the putsch, source E also states Hitler â€Å"hustled into the waiting motor car†. The final similarity in both sources is that Hitler's soldiers were left behind when Hitler fled from the gun battle. In source A it is written that Hitler left â€Å"whilst hundreds of his comrades were still lying on the ground†, in source E it is written Hitler was â€Å"leaving his dead and wounded comrades lying in the street†. 7. A historian would need to consider a large amount of things when using a photograph (source F) and painting (source G), as evidence of the Munich Putsch. He/she will need to know that a photograph can be a reliable source of evidence, but they can be posed for or faked after the Putsch, which can make them unreliable. Page 4 Source F looks realistic because- * The people in it are not facing the camera, in fact most of their backs can be clearly seen, therefore it was not posed for * There are armed soldiers in it carrying rifles, short lances and they are mounted on horses This means there was, still is or is going to be trouble, probably between armed people. * The crowd of people in it are looking to the right of the photograph, where something out of the ordinary is happening, has happened or is going to happen, this is where the trouble is The historian needs to consider why this photograph was taken and who took it. Source F was probably taken by a passer by or by a journalist for a newspaper. He or she has to consider when it was taken. In source F's case it was in 1923 on the 9th of November, the same day the Munich Putsch took place, this makes it more reliable. Source F does not attempt to spread a message to its viewers, it is neutral; a historian needs to be able to check whether a photograph is trying to convey a message or if a photograph is just displaying pure facts. A historian needs to know that a painting does not usually intend to tell the truth, it displays what the artist thinks about something. Source G is what its artist thinks about the Beer Hall Putsch. This particular painting is Nazi propaganda, it was painted in 1933, ten years after the Putsch when Hitler came to power. It was probably painted to make Hitler seem like a powerful leader who the German people can trust and to make him and the Nazi party more popular. We know this because in the painting Hitler is standing high above all the other people and he is speaking confidently, we know he is speaking confidently because he is using arm movements to enforce his views and to make the people easily understand what he is saying. All different kinds and classes of German people are shown behind Hitler, listening very carefully as if they want what Hitler is saying to become true. For any paintings and photos to be accepted as evidence they should be checked for reliability against as many sources as possible.

Maniac Magee: Summary Essay

Characters’ Name: Jeffery Lionel Magee- (Maniac Magee), Amanda Beale, Mars Bar Thompson, John McNab, Piper McNab, Russell McNab, Earl Grayson, Mrs. Beale, Hester, Lester. Personalty Traits: Maniac Magee, the main character, has very kind and a nice personality. He is also brave, and trusted and very athletic. Physical Features: Jeffery’s parents died by a car accident when he was 3 years old. andout Questions: Title of the book: Maniac Magee Author: Jerry Spinelli Number of pages: 1-184 Name of the main characters: Full Name: (Jeffery Lionel Magee)- Maniac Magee Genre of the story: Fiction Plot: Maniac Magee, lived with his parents until he was 3 years old. His parents died in a car accident. Then he lived with his uncle Dan, and aunt Dot. He left his uncle and aunt when they were annoying in the school auditorium. He went to far away, after he left. He wanted to find a home that will be best for him. There he faced many challenges that he overcame, such as a race running backwards. Maniac is very athletic, he is also nice. He met a lot of people that liked him of his kindness. All he wanted is a home where it would be best for him. He made the west end (white side) and the east end (black side) be together. Climax: Maniac needs a new home. Resolution: Maniac finds a home, the Beale’s family said he can stay with them. Maniac also made the east side and the west side be together. Would you change anything about the story: I would change the part where Grayson dies because Grayson loved Maniac as much as maniac loved Grayson. It feels like that Grayson felt as a grandfather to Maniac. Opinion: The best part I like about the book is that when Maniac won the race against Mars Bar by running backwards. The least I liked about this book is that when Maniac’s parents died, and when Grayson died. The part that truly got attention is when they died, and it feels like something worse is going to happen when is parents died. I visualized this book well because this book was really interesting, and even though this book is faction it sounds real. I would recommend this book to students that are in 5th to 8th graders because it teaches you about how difficult it can be when you are an orphan and how the west side and the east side came together.

Religion and Myth

Consider what purpose the Myth of Esfandyar may have served within its culture. Evaluate carefully the characters, story lines, and try to determine what message, moral, or behavioral conventions you can associate with the respective myths. Make sure to cite specific parts of the story in your discussions. It is always OK to compare a myth to another or note a theme that may seem universal or conventional in mythology, (e. g. the god who dies and is resurrected motif from our last discussion). Just be specific in referencing other stories.Some possible angles to consider in composing your post: This myth ends with the following lines: Who among us can escape our fate? Who among us can use our wisdom, or our courage, or our strength, or our skill to this end? No one. How do Goshtasp and Esfandyar remain true to their principles? What effect does predestination have on the characters in this myth? How would predestination affect the way an individual lives? Esfandyar was a great warrio r who set in his heart to become the great ruler and King of Persia.His father knew that he was a great warrior and set him in his first task to defeat King Arjasp of Turan. Esfandyar then defeated Arjasp and his Demon warriors and caused them to flee from Persia. When Esfandyar returned to his father victorious and demanded that he be the King of Persia his father responded by sending him on another quest and to spread the word of Urmazd. When his father heard from a jealous nobleman that his son was going to over throw him from the thrown, he became so furious that he wanted to get rid of him at all cost.Because King Goshtasp knew he would not be able to defeat Arjasp and his army, safe his children or defend Persia all on his own he needed his son Esfandyar to help him succeed, so he let him go after imprisoning him. King Goshtasp also knew that his son would not fight for him unless he gave him the false believe of giving him the crown and becoming King. With this hope Esfandyar once again battled and defeated Arjasp, saved his brother and sisters after going through the seven stages of hardship.After all this his father still sent him on another journey to distract him from wanting the thrown after he knew that his son’s death was going to be on the hands of Rostam the great warrior. Even though Esfandyar knew his father was out to get him killed so that he would not precede him for the thrown he still went through with it because he has said â€Å"The brave warriors take the shortest route! A man has only one life to live and one death to face! And what will come is written in the stars! So it is best to be virtuous and valiant! After battling Rostam, Esfandyar was killed, and even though he knew that his father sent him there to be killed he knew â€Å"Urmazd will curse him for it! But, surely this was written in the stars in the heavens, and what is written there is sure to come! You are only the arm of fate. † This myth tells a lot abou t the Persian culture and the way they viewed the world. They had great faith and they knew with that faith came great power and privilege. Also they valued strength and had respect for it. They viewed strong men as heroes and worriers that had the ability to get what they want.This story is a myth because it has the belief of immortality and they used magic and power as a way to get what you want. By his great strength Esfandyar was able to win the seven stages and kill all that were in his way. This is similar to other myth in a way that myth always try to portray their heroes with God like strength, also the wisdom that these kings have in seeing the future and what is to come outlines their fate and their destiny. King Goshtasp has wisdom when he told his son â€Å"†¦one great victory does not entitle a prince to rule a Kingdom!And your hunger for power does not become you! † He knew that if a person becomes blinded by his ambition then it will get the best of him. K ing Goshtasp knew his son Esfandyar really wanted the thrown and will do anything to get it, and he remembered when he did the same thing with his father. That is why he plotted for his son’s death, because they believed in fate and that only what was written would come true. Esfandyar did not care that his fate was near. This myth teaches us many values that we need faith to live for and live by and that only what is destined for us will be.

Business Management : Financial And Business Activities Essay -- Managem

In business management, the goals are making a great income and developing should have a good business sense in a company. The purpose of business management shows how to improve the economy. There are two proposes that explained. First is financial purpose; gaining profit is the most important of firms in business process. Second is social purpose; it is providing goods and services for people. It is important thing to improve because of public benefits. Business is not doing all of things in the company, it just focuses on manage, how to develop and maintain business job of company, organization. For example of some activities like, build up business process, business systems, business income statement. As the result, the most important in business management is having schedule, plans of what people can do in the future. A person is working with business management always active, confident, bcompany. The opportunities will come to people who try hard to work to become a manager. I would like to find more information and sources about my research. â€Å"Resource could include magazine and newspaper articles which will display how this topic is relevant to general public†(page 56 in text book).I would like to find options from people who have experiences of business about how to become a good business management and how apply the job to the social. Over all, business management is a crucial part of our society nowadays. Every product that we use in our daily life is the results of business management. To achieve the desirable results, managers need to master specific skills in guiding his or her employees reaching the goals of the organization. A manager is considering successful when he or she can generate revenue for the company and satisfy customers’ needs.