It’s Better To Live In A Small Town Than A Big City

Nowaday, People often have 2 selection for their living place. Some people prefer to live in small town and Others prefer to live in the big city. I think one of the most important decisions that human have to take is to choose his living place where you can feel more comfortable,more suitable and happier. Peronally, I think setting down in modern big city is more beneficial. Through my essay I will analyze one of the most important reasons which is Chance of having a better carreer.Big cities has bigger market, companies or corporations are more famous so of course you can have more chance to found a better work . I have a same age friend. He study IT in an university in Thai Nguyen city , It’s a city which smaller than Ha Noi capital. He graduated from a famous university but after 1 year in Thai Nguyen he still unemployed Because number of companies fewer means you will have less chance. There are too many student graduated from university each year but number of companies is only slightly increased.Many student together apply in to one company. Having too much CV of employees but employment in the company are limited so maybe you must to win hundred of people,who applied together with you in order to have employment in the company and my close friend can’t do that. After that I advice him to go to Ha Noi to find another chance and he agreed. He went to Ha Noi and applied to some companies. Amazing! Having 3 companies want to contract with him after only 2 months.He contracted with FPT corporation and work as a Software Specialist about computer. Now he still work there and feeling very happy when being a FPT's staff. From this example we can see that there are more activities in big cities that help people to expose their chance. It is clear from the example that we can have better opportunities in big cities. In a nutshell, I am still positive living in big city is Hanoi where will allow me have better work chance. And I believe that many peo ple will move to here for the same reason. It’s better to live in a small town than a big city Nowaday, People often have 2 selection for their living place. Some people prefer to live in small town and Others prefer to live in the big city. I think one of the most important decisions that human have to take is to choose his living place where you can feel more comfortable,more suitable and happier. Peronally, I think setting down in modern big city is more beneficial. Through my essay I will analyze one of the most important reasons which is Chance of having a better carreer.Big cities has bigger market, companies or corporations are more famous so of course you can have more chance to found a better work . I have a same age friend. He study IT in an university in Thai Nguyen city , It’s a city which smaller than Ha Noi capital. He graduated from a famous university but after 1 year in Thai Nguyen he still unemployed Because number of companies fewer means you will have less chance. There are too many student graduated from university each year but number of companies is only slightly increased.Many student together apply in to one company. Having too much CV of employees but employment in the company are limited so maybe you must to win hundred of people,who applied together with you in order to have employment in the company and my close friend can’t do that. After that I advice him to go to Ha Noi to find another chance and he agreed. He went to Ha Noi and applied to some companies. Amazing! Having 3 companies want to contract with him after only 2 months.He contracted with FPT corporation and work as a Software Specialist about computer. Now he still work there and feeling very happy when being a FPT's staff. From this example we can see that there are more activities in big cities that help people to expose their chance. It is clear from the example that we can have better opportunities in big cities. In a nutshell, I am still positive living in big city is Hanoi where will allow me have better work chance. And I believe that many peo ple will move to here for the same reason.

Lab- a/P Classification of Body Membranes

Classification of Body Membranes Laszlo Vass, Ed. D. Version 42-0010-00-01 Lab repOrt assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Purpose What is the purpose of this exercise? ?Are there any safety concerns associated with this exercise? If so, list what they are and what precautions should be taken. Exercise 1: The Microscopic Structure of Cutaneous Membranes ObservatiOns Sketch your observations from the microscope slide in the lab report assistant. Indicate the keratinized layer on the sketch and describe the observed structures and cells. QuestiOns A. What is keratin? B. Why is the skin keratinized?Exercise 2: The Microscopic Structure of Mucous Membranes ObservatiOns Draw and describe the structures you observed of the following slides: A. Pseudostratified ciliated columnar epithelium of the trachea B. Stratified squamous epithelium (non-keratinized) of the esophagus C. Simple columnar epithelium (duodenum) of the small intestine QuestiOns A. Compare and contrast the roles of the three mucous membranes. B. What is the role of mucous in the body?Exercise 3: Observing Synovial Membrane ObservatiOns | Data Table 1: Observing Synovial Membrane |Tissue Types (epithelial/ |Membrane |connective) |Common Location |Functions |Cutaneous |Mucous | Serous |Synovial | QuestiOns A. What i s the function of the synovial membrane? B. Rheumatoid arthritis results in part from an infection and immune response in the synovial membrane. What effect does this have on the ability of this membrane to carry out its functions? C. Complete Data Table 1 under observations.Conclusion Research pleurisy, peritonitis, and pericarditis. What are these conditions and how do they affect homeostasis in the body?Experiment ClassifiCation of Body MeMBranes 86 Â ©Hands-On Labs, Inc. www. LabPaq. com

An Idea That Failed

Kamala who worked in â€Å"ICC bank† used to reach her workplace In her car. One day,she was unable to start her car and as she has to report In office 9 o'clock sharp but she did not have time to get the car repaired-So she decided to take a bus. When the bus arrived,it was overcrowded but if she waited for another one,she would have not made it in time. So she boarded it and somehow managed to reach office in time. On reaching the bank,she remembered carrying her cell phone with her. When she checked her Jeans pocket†¦ She was shocked on not finding it there.Her pocket was empty. Maybe It was stolen. â€Å"l should not have boarded a crowded bus. Maybe somebody has picked my pocket there†,she said to herself-Manager Gathers too had just reached the bank-seeing Comma's face she understood that there was some problem. â€Å"What is the matter,Kamala? Why are you looking upset? L's everything all asked. â€Å"Marry,my cell phone has been stolen†,spoke Kamala nervously. â€Å"You did not have any cell phone! â€Å"surprised Gathers said. â€Å"Yesterday was my birthday and It was a birthday gift to me from my husband. He had bought It yesterday†,salad Kamala.Olathe is saddled us go to the Police Station and get a report lodged†,Gathers said. Disappointed Kamala will it matter? I won't get the cell phone back† â€Å"We must get a complaint lodged for every crime. The thief will soon be caught you see and you will get your cell phone back†,the manager assured. 000 so both went to the Police station. Landscape venue who was on duty writing the report inquired,†What was your phone number? â€Å". Then Venue dialed the number from his phone. â€Å"l am sure. You will not get through. The thief either must have taken out the Simi card or must have switched off the phone†,a disillusioned Kamala said.The cleverest of the thief's also commits a mistake somewhere. Maybe your cell phone thief leaves a clue too†,Landscape said. On not getting the number for the first time,the inspector tried again. â€Å"it is said softly and switched on his speaker phone. A voice responded,†Hello,who is speaking? † â€Å"There is a good news for you. Our company rewards a cell phone buyer every month with two tickets to Ago†¦ The winner's name is taken out through lottery. You are the lucky one who has purchased a cell phone yesterday and won the prize. Elf you do not want to avail of the trip,we will offer you a cash of prize RSI. ,OOH,† Venue said. Gathers and Kamala understood that Venue played a trick to trap the thief in the net. And he was successful too. The thief responded,†Ã¢â‚¬Ëœ will avail of the cash prize. When and where will I get the prize. † â€Å"You can come to our office if you want. Or we could send our officer to hand you over the prize. You will Just have to come and show your cell phone to us†, said the inspector. â€Å"l will come to your the thief â€Å"Anytime. Our address is 8-404,Maharani Bag and my name is Venue An excited thief said,†Ã¢â‚¬Ëœ will be there in two hours†.Keeping the phone down the inspector said,† The thief seems very greedy. He did not even think where we got his number from. ‘ was apprehending that if he enquired that I would not know what to say. † A surprised Kamala asked,†whose address was the one you gave? † â€Å"The same company's from where you bought your cell phone. Krishna is my friend and he is General Manager of that company†,informed Venue. â€Å"You managed to ensure the thief very Gathers. â€Å"You may leave now. Len an hours time you will get your cell phone and the thief too will be caught,† Venue assured. L forgot to tell you that my cell phone has a small Barbie sticker on its inside by my aught†,informed Kamala â€Å"This will make it easier to identify your cell Venue. One hour later inspector re ached his friend Krishna office and told him about everything. Curtain. SAA has no idea. Speaking arrogantly to Krishna,Parade said â€Å"Did you rang me up? I have come to collect my prize of RSI. 50,OOH† â€Å"Where is your cell phone? â€Å"asked Krishna. Parade showed the cell phone. Krishna opened the cell phone and saw Barbie sticker inside it. He said,†Come out,inspector. The person you were waiting for is here† When Parade saw Venue he was shocked.He could not even dream that he would be aught like this one day. â€Å"How many cell phones have you stolen till now? â€Å"Landscape asked sternly. â€Å"Five hundred†,parade,petrified could not lie. Venue arrested Parade immediately and put him behind bars. Kamala was too happy getting back her cell phone. She praised Venue for his efficiency. â€Å"More than my efficiency it was the foolishness of parade that helped. Elf he had not talked on the cell phone,my plan would not have worked. Parade is very clever but committed a mistake this time†,Venue said. Parade was punished with one year imprisonment. Many of his friends too were put behind bars.They were very happy to see him but when they learnt about his foolishness,they all had a hearty laugh. His best friend Panda said,†Parade,you are so clever. Everyone calls you clever,Parade. How could you commit such a mistake? You should not have talked with that cell phone. You should have at least enquired. After all,the buyer was to get a prize, not you. You had stolen it. You must have thought that you would get RSI. 50,OOH easily. You have not only made a fool of yourself but also let us down too† Parade could not speak a word and sat with a hung face. His accomplices too refused to accept him as his leader. THE END

Do critical approaches Marxism, feminism, constructivism improve our understanding of international politics?

Abstract In the contemporary era, the application of critical theoretical approaches is of significant importance if one is willing to develop a more comprehensive understanding of international politics and international relations. Theoretical approaches, such as Marxism, Constructivism and Feminism cannot alone provide such an understanding, but their convergence and can significantly contribute to our increased awareness of global inequalities and the dimensions in which they occur by placing emphasis in not only on the relationship between the structure and agency, but also question their very nature and scrutinised the normative codes which guide human agency. Despite some of the limitations which the theories have, their complementary use can be used successfully in order to gain a more critical perspective on the nature of world governance. Introduction In the contemporary era, the application of critical theoretical approaches is of significant importance if one is willing to develop a more comprehensive understanding of international politics and international relations. As this essay will demonstrate, although approaches such as Marxism, Constructivism and Feminism cannot alone provide such an understanding, their complementary use can significantly contribute to our increased awareness of global inequalities and the dimensions in which they occur. Marxism The impact of Marxist theory on the development of critical theorising in international politics is one the significance of which can hardly be denied. Despite this, Marxist theorist have often been accused of not taking into account factors such as nationalism, as well as the balance of power among states in order to sustain and structure world politics (Linklater, 2013). Moreover, Marxist theories in the late 1970s and early 1980s found it increasingly difficult to devise an analytical framework for explaining the relationship of nation-states and violence in period of increased globalisation, characterised by increased national fragmentation, as well the resurgence of violent conflicts based on ethnicity (Giddens, 1985). This can the attributed to the inability of traditional Marxist thought to move beyond theorising about the significance of class conflict and the importance of social relations in terms of modes of production. Despite this flaw, more contemporary neo-Marxist theo rists have attempted to revitalise this critical approach by placing emphasis on the relationships between states, markets and the capitalist world economy in the era of globalisation (Teschke, 2003; Halliday, 1994; Rosenberg, 1994; Gamble, 1999). The application of Marxist thought has increasingly drawn attention to the problem of global inequality which the capitalist system has led to (Wallerstein, 1979; Thomas, 1999; Linklater, 2013). Thus, the importance of modes of production have successfully been utilised in order to challenge the economic discrepancy, which is characteristic of contemporary world markets and question the power relationships which exist between states on the international level. Being mainly preoccupied with material deprivation and inequality, however, Marxism has failed to take into account the norms and values which governance the structures of economics and politics, a question which has preoccupied constructivist theories of international relations. Constructivism By contrast to Marxism, Constructivism places emphasis not only on the importance of material structures, but as well as the normative dimension which is associated with it, as well the importance of identity formation and manifestation (Price and Reus-Smit, 1998). Thus, constructivism attempts to remedy the Marxist’s neglect of the importance of agency and its relationship to structure in the process of devising and implementing decisions related to international politics and relations among states in the era of globalisation (Reus-Smit, 2008).Therefore, Constructivism is complimentary to both more traditional approaches of theorising about international politics, such as Rationalism, as well as more critical approaches such as Marxism (Reus-Smit, 2013). More importantly, the significance of human agency is not deprived from the structure which determines the manifestation of the actor’s interests; in fact it calls for the critical evaluation of the institutionalised n orms which are the mediator between structure and agency. This can be of considerable advantage of understanding the contemporary global inequalities which exists, between countries from the Third World and post-industrialist Western states, as it will question not only the existing states of affairs in international politics, but also the moral dimensions of the reasoning behind it. By placing emphasis on the development of normative frameworks which are used as guides and rationale for the implementation of specific decisions in relation to international politics, Constructivism can successfully scrutinise and ‘moralise’ the power inequality among states and if used alongside neo-Marxist theories it can question both structure and agency. What both fail to take into account, however, is that agency in the era of global inequality also has a specific dimension, a problem which is addressed by Feminism. Feminism By contrast to both Marxism and Constructivism, feminist theories of international politics and international relations took prominence only in the early 1990s, though their impact for the development of the academic disciplines has been considerable (True, 2003). Feminism as an intellectual tradition questioned the very nature of the agency which had an impact on the development of international politics and introduced in the notion of ‘gender’ as an empirical category and analytical tool through which global inequality and unequal power distribution could be understood (True, 2013). Thus, Feminism, alongside Constructivism could be considered as a major breakthrough as both of them questioned the more traditional discourse of power relations and moved beyond the singular focus on inter-state relations that characterised more traditional theories in the field of International Relations (ibid.). Feminist thought has attracted attention to the specific dimensions of globa l inequality, resulting from the transformation of economic world markets. In fact, it has been suggested that the process of globalisation has increased the inequality between men and women worldwide, ultimately resulting in a ‘feminisation of poverty’ (Chant, 2007; Chant, 2008). The increased emphasis on export and outsourcing reflecting the priorities of the global financial markets, have disproportionately affected women (Marchand and Runyan 2010). This rise in inequality and insecurity is also linked to the development of violent conflicts in states where inequality between genders is high (Goldstein, 2003). On the other hand, gender equality in states is said to reduce the likelihood of the use of violence in intra-state disputes (Caprioli, 2005; Caprioli and Boyer, 2001). Therefore, it could be argued that the use of more critical perspectives in theorising about international politics could significantly contribute to our understanding of global politics and cou ld potentially results in less violent conflicts in the future if emphasis is placed on the reduction of global inequality and its gendered dimension. Conclusion As this essay has demonstrated, the critical theories of Marxism, Constructivism and Feminism could further our understanding of the nature of global inequalities by placing emphasis in not only on the relationship between the structure and agency, but also question their very nature and scrutinised the normative codes which guide human agency. Despite some of the limitations which these theories have, their complementary use can be used successfully in order to gain a more critical perspective on the nature of world governance. Bibliography Caprioli, M. (2005). Primed for violence: The role of gender inequality in predicting internal conflict. International Studies Quarterly, 49(2), 161-178. Caprioli, M., & Boyer, M. A. (2001). Gender, violence, and international crisis. Journal of Conflict Resolution, 45(4), 503-518. Chant, S. H. (2007). Gender, generation and poverty: exploring the feminisation of poverty in Africa, Asia and Latin America. Edward Elgar Publishing. Chant, S. (2008). The ‘feminisation of poverty’and the ‘feminisation’of anti-poverty programmes: Room for revision?. The Journal of Development Studies, 44(2), 165-197. Gamble, A. (1999). Marxism after communism: beyond realism and historicism. Review of International Studies, 25(5), 127-144. Giddens, A. (1985). The nation-state and violence. Cambridge: Cambridge University Press. Goldstein, J. S. (2003). War and gender: How gender shapes the war system and vice versa. Cambridge University Press. Halliday, F. (1994). Rethinking inte rnational relations. Palgrave Macmillan. Linklater, A. (2013) ‘Marxism’, ’ in Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Paterson, M. Reus-Smit, C. and True, J., Theories of international relations (Fifth edition.). Houndmills, Basingstoke: Palgrave Macmillan. Marchand, M. H., & Runyan, A. S. (Eds.). (2010). Gender and Global Restructuring: sightings, sites and resistances. Routledge. Price, R., & Reus-Smit, C. (1998). Dangerous liaisonsCritical international theory and constructivism. European Journal of International Relations, 4(3), 259-294. Reus-Smit, C. (2008). Reading history through constructivist eyes. Millennium-Journal of International Studies, 37(2), 395-414. Reus-Smit, C. (2013).’ Constructivism’(pp. 217-240), ’ in Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Paterson, M. Reus-Smit, C. and True, J., Theories of international relations (Fifth edition.). Houndmills, Basingstoke: Palgrave Macmillan. Rosenberg, J. (1994). The empire of civil society (p. 141). London: Verso. Teschke, B. (2003). The myth of 1648: class, geopolitics, and the making of modern international relations. Verso. Thomas, C. (1999). Where is the Third World now?. Review of International Studies, 25(5), 225-244. True, J. (2003). Mainstreaming gender in global public policy. International Feminist Journal of Politics, 5(3), 368-396. True, J. (2013). ‘Feminism’, in Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Paterson, M. Reus Smit, C. and True, J., Theories of international relations (Fifth edition.). Houndmills, Basingstoke: Palgrave Macmillan. Wallerstein, I. (Ed.). (1979). The capitalist world-economy. Cambridge: Cambridge University Press.

South Park and Libertarian Philosophy , Critical Analysis for a Final Essay

South Park and Libertarian Philosophy , Critical Analysis for a Final Exam - Essay Example He believes that comedy shows are believed to be hateful and offensive but rather these comedy shows are working in a way through which almost all messages can be delivered to the audience. Here he is basically trying to emphasize on the messages which cannot be otherwise given to the audience. Paul provides an overview of the libertarian philosophy with the help of the evaluation of the series SouthPark. In my view he is successful in providing the benefits of the free market economy through analysis of SouthPark which is further proved in this essay. The potentials of free market economy can easily be recognized by reading this article by Paul Cantor. This essay would further elaborate the messages provided by these comedy shows and would provide the points given forward by Paul Cantor. Media is influencing the mindsets of individuals regarding different entities of the world. One such entity is the business enterprises which try to enter the free market economy through intense competition. These corporations are known to be the most hated entities in the private sector by different Hollywood ventures. The corporations in the world are multinationals who have established themselves to take over their counterparts. Free economies exist all over the world in different countries but it is seen that the potential benefits of these free economies is not yet realized. The general view about free economies is that only the multinationals can dominate the market as the small businesses would not even have the chance to make it up to the money invested by these multinationals. However this view is considered to be wrong by many as free economies involve no intervention by the government and every business in this world has a right to strive towards success. The necessary re sources which a business should possess to reach the top are innovation and right

Responses Essay Example | Topics and Well Written Essays - 500 words - 2

Responses - Essay Example Especially, I liked the line in these debates, initiated by Prof. Meilaender. The participants have been discussing the contrasts between scientist Aylmer and his "earthly" assistant Aminadab, and the conclusion was: even "animal nature" has better intuition and can understand danger and worthlessness of human involving into "God's business". Besides, I totally agree with the experts, that Aylmer's perfectionism in the story is extremely aggressive, and his attempt to remove the birthmark is a very repulsive act. It is really unbelievable, how can a birthmark of his loving and caring young wife, who is loyal and devoted to her husband, become such an annoying element There are thousands of people among us, who live with much more ugly defects of skin or body, but it does not change attitude and care of their loving relatives and true friends. Only I do not quite share the position of Prof. Mary Ann Glendon and some other experts, who hesitated in Aylmer's being "a man of science". They called him "magician" or "narcissist". I suppose, he was a good and very experienced scientist and alchemist, because there were few opportunities for studying "real science" in those times. To my mind, Aylmer got into a psychological trap and started hating his wife for her birthmark not because only of his scientific aspirations for perfection, but becau

Week-long Thematic Unit Research Paper Example | Topics and Well Written Essays - 2500 words

Week-long Thematic Unit - Research Paper Example This unit is to enlighten English Language Learners on pumpkins through books, exploring pumpkins, as well as school field trips. The learners will begin by going through a manuscript on the life cycle of a pumpkin along with filling out a KWL chart on each and every thing they know concerning pumpkins (Harada, & Yoshina, 2003). Then, the class will discuss vocabulary, as well as what words they need to know when explaining and making maps. During the course, they will be informed that they are going to go on a field trip to Bonny Brook farmhouse. Prior to the trip, they need to sketch a map or plot of finding the best likely way to arrive at the pumpkin patch so as to find their pumpkins (Baker, Cooley & Pingel, 2002). Then, after they collect their pumpkins and the class gets back to school, they will inspect the pumpkins through estimating and measuring aspects of the pumpkin. After that the class will read an informational manuscript about pumpkins. To conclude the pumpkin course as a class, we will compose a picture book, which characterizes the pumpkins and each and every thing they learned about pumpkins. This "Pumpkin Science" plan will lesson gives students who learn English as a Second Language a background of how to grow plants. It also grants them a practice in predicting and estimating outcomes. Component Sections of this Thematic Unit 1. Subject. The paper will select an appropriate subject that reflects on text topics, student experiences, interests, problems or issues. 2. Grade Level Correctness 3. Focal Point. Here students will be asked to develop a one-sentence focus statement, which summarizes the intent and direction of the unit. 4. Objectives. This section will identify three or four aims the educator wishes the students would understand by the end of the unit (Max, 1997). These can be limited to county or state competencies and objectives. 5. Resources and Materials. It is beneficial to establish all the crucial resources and materials af ter the unit has been developed. The way, the educator will avoid limiting him/herself to a few recognizable items. a) Printed Resources. pamphlets, newspapers, notices, junk mail, travel guides, journals, letters, diaries, maps, brochures, advertisements, flyers, dictionaries, encyclopedias, magazines, professional journals, booklets. b) Computer along with CD-ROM Materials. Reference works, educational software, simulations and educational games associated with curriculum, and CD-ROM variations of writing. c) Internet Resources. d) Visual/Audio Resources. Videos, filmstrips, films, movies, overhead transparencies or slide programs. Audio tapes, records, tapes and books, and CD’s. e) Community Resources: 1. Motivational speakers 2. School field trips f) Instructional Television Resources: 1. Cable 2. ETV g) Literature Resources: 1. poetry 2. Non-fiction 3. Fiction 6. General Activities. This section will establish activities that the educator wishes to use all through the un it. For a majority of the unit, these activities will be mixed, incorporating the range of curricular fields, as well as reflecting elements of a literature-related program. 7. Discussion Questions. This section of the lesson will include an array of open-ended questions, which help students mull over the topic in a divergent and varied manner. 8. Literature Selections. See Resources and Materials above. This section will select books associated with the topic of each thematic unit. For literature selection, the lesson plan will develop a pre-reading activity, a range of cross-curricular education activities, and