Zeitgeist Movie Review Example | Topics and Well Written Essays - 500 words

Zeitgeist - Movie Review Example The first part of the movie was more or less based on the birth of Jesus Chris, stating that he wasn’t infact born on this date. Here again, the director has to prove the fact that the birth date of Jesus Christ is not actually the 25th of December and that it should be in the season of winter solstice but the director has yet again avoided the theories which point otherwise. The next topic being discussed in the video is regarding the cross. The director claims that the cross is actually the symbol of the zodiac and is persistent on proving that the symbol is somewhat astrological by origin. The author has done this by discussing the myths. But it could be easily said that the cross has no relation whatsoever from astrological point of view rather it is used because Jesus Christ was crucified on the cross because crucifixion was the conventional method of punishing someone by law. Similar things can be said about the claim the author makes regarding the crown of thorns. The author also makes claim that the Bible is not actually a work of God and the stories of various prophets such as Noah, Moses mentioned in the Bible are actually again similar to other stories of the past. But the one thing that is problematic here is if the director is trying to prove wrong of the Bible why he is not trying to prove the reliability of the stories which he mentions in order to contradict the teachings of the Bible. The author also says that Horus was the God of the sun in Egypt, this shows that the author has a lack of understanding regarding the topic being discussed and he needs to do research regarding them. Every one, particularly Egyptians know that Horus was infact the God of the sky and Ra was the Sun God. This is one of the many examples which show the baseless facts that the director has mentioned in the entire video. The main conclusion that can be drawn from this video is that the religion, especially Christianity is the basis of

Master Harrold and the Boys Essay Example for Free

Master Harrold and the Boys Essay Christy Weyer Group:24 Exercise 4:Master Harold and the boys Master Harold †¦and the Boys is a play that takes place inside the St. Georges Park Tea Room on a wet and windy Port Elizabeth afternoon in 1950. There is no customers in the restaurant the place is quiet with only the two native waiters known as Willie and Sam in the restaurant. After a while Hally also known as â€Å"Master Harold† enters the tea room arriving from school wet from the rain outside. The play continuously stays focus on the three main characters known as Sam Willie and Master Harrold, they briefly mention Hilda Samuels and Hally’s mother in the play through the play one can compare and contrast these two females from what we hear about them according to the third person, the way they are treated, spoken to and their actions towards the other characters in the play. Hilda Samuels is known in the play as Willie’s dance partner. We come across the fact that she is also the mother of which she says is Willie’s child but he disagrees strongly â€Å"And how do I know is my baby? (Master Harrold and the boys 5). Hilda never comes to practice when Willie is waiting on her â€Å"Three nights now she doesn’t come practise†(Master Harrold and the boys 5)and in contrast to her Hally’s mother always shows up when her husband who is in hospital needs her †Because she’s at his bedside in hospital helping him pull through a bad turn†( Master Harrold and the boys 11). Willie abuses Hilda often he beats her when she does things wrong like not getting her steps right when they practice ballroom dancing which is very often. † You hit her too much† (Master Harrold nd the boys 6) or when she does things he does not like. Whereas Hally’s Mother she is the one who gives the orders†Be firm with him. You’re the boss†( Master Harrold and the boys 26)and she will not let anybody walk over her, but Hally stongly feels that his father has a way of over powering his mother. †Because I’m frightened you’ll give in to him†(Master Harrold and the boys 26). Willie has great respect for Hally’s mother we see that because he refers to her as madam†I ask Madam for my leave now and we practise every day†( Master Harrold nd the boys 29) but he has no respect for Hilda he calls her a bitch and a whore and ugly disrespectful names †Fu ckin’ whore†( Master Harrold and the boys 5) â€Å"Hilda Samuels is a bitch! †( Master Harrold and the boys 5) Both Hilda Samuels and Hally’s mother has a child. We can see from this play from this play that Hally’s Mother is the Madam or as they prefer she is the boss, she makes the rules and gives the orders and Hilda she is a unreliable person she never shows up when it is expected from her and she does not stick to Willie’s side like she should. Hilda is not like Hally’s mother who has respect for her husband even though he is crippled, she rather causes problems for Willie â€Å"And now she’s also making trouble for me with the baby again. Reports me to Child Wellfed, that I’m not giving her money†( Master Harrold and the boys 5) Hally’s mother can also be described as a woman of power she owns the tea room and gives Willie and Sam their orders†she said I must clean the floors†( Master Harrold and the boys 9). Hilda can be described as poor and unstable because she relies on Willie for money to take care of their child and Harry’s mother as rich and stable we can see this because Hilda goes to the extent of giving Willie over to the welfare for not supporting his child. Hally’s mother in contrast can run her business on her own with her husband in the hospital and her son in school she takes control in her tea room. Bibliography Fugard,Athol. Master Harold And the boys,South Africa:Oxford University Press,1993

Regulation of Genetic Engineering

Regulation of Genetic Engineering At 43 years old, Bruces life was almost completely destroyed by one disease that infected 1.7 million people and killed 594,690 thousand people in 2016 just in America according to the American Cancer Society. This disease is famously known as cancer. Bruce went to his doctor for a regular check-up and took a routine blood test. Bruce felt fine and felt no symptoms of any disease. The next day, Bruce got a call from his doctor. The doctor told him he had an elevated level of alkaline phosphatase, an enzyme in his blood he never heard. The doctor explained to Bruce that there could be problems with his liver or bones and more tests were conducted. The tests returned and Bruce found out his liver was fine, so the doctor recommended a full-body bone scan. The doctor told Bruce, Dont worry, its not like you have cancer. The full-body bone scan took place and halfway through scan, the technicians began to speak in hushed tones. Did you injure your leg recently? they asked. I broke my leg when I was five, Bruce explained, hopeful that would help explain things. The technicians started chattering more intensely. More tests were ordered, an x-ray, then an MRI. Then one afternoon, Bruce got a call from his doctor. The tumor in your leg is not consistent with a benign tumor, the doctor said. It took a second for Bruce to convert that negative info into a much more horrifying affirmative: he realized he had cancer. Bruce sat and thought about how his life would change. He was not worried too much about himself, he was worried about his twin three-year-old daughters. Would they wonder who I was? Bruce thought. Would they yearn for my approval, my love, my voice? Bruce was facing the reality that he might never be able to walk again. Thankfully, Bruce found a doctor that was able to cure his cancer after 15 hours of surgery and chemotherapy. Afterwards he had 500 additional hours of physical therapy. Bruces life could have been saved by genetic engineering if researched more, but could have negative effects even worse than cancer if done incorrectly. Genetic engineering, if researched more, has the potential to be able to completely eliminate cancer. Genetic engineering does need to be researched more and researched very carefully. If genetic engineering is researched incorrectly and something or someone was genetically modified, possibilities of consequences could happen. Not only can Genetic engineering incorrectly lead to physical consequence, genetic engineering can also have moral consequences. Genetic engineering has the ability to also play the role of God. Genetic engineering can allow a person to create a human workshop, allowing them to build humans in however they want. Genetic engineering can be very confusing so some definitions needs to be explained. Genetic engineering and genetic cloning are often referred to as the same thing. Genetic engineering and genetic cloning are actually two different things. Genetic engineering refers to the technology used to alter and transport genomes and organisms, effectively shaping them to the desire or will of the geneticist. Genetic engineering can also be referred to as Genetic Modification or Genetic Manipulation (Genetics). Organisms that undergo or are created by the process of genetic engineering are referred to as Genetically Modified Organisms or GMOs for short. Genetic cloning produces genetically exact copies of organisms. Another definition needed to be described is aesthetics. Aesthetics is described as cosmetics or individual reasons personal own benefit that does not involve with any medical issues. Because genetic engineering is tied to many major areas in science, limitations are needed. Genetic engineering can also be used in domestic breeding, but I will only talk about molecular genetic engineering on DNA. This discussion will be talking about genetic engineering globally. Genetic engineering is an issue that happens outside America as well as inside. In fact, the first genetically engineered embryo was in china. To understand genetic engineering more, the history and background will need to be discussed.ÂÂ   Genetic engineering is trying to be used in medical uses as of right now. Genetic engineering is very similar to surgery in many ways. The original intention of surgery and genetic engineering is to heal people. The first surgeon dates back to around 800 BC, the surgeon was named Sushruta Samhita.ÂÂ   Francis Bacon foretold genetic engineering in 1627. The first genetically engineered organism was created by Herb Boyer and Stanley Cohen in 1972. According to an article in New Statesman by Caroline Daniel, the Human Genome Project is an international scientific collaboration, this project started in 1990. More than two billion pounds were funded by the European public to this project. The United States is the main country in favor of this research into genetic engineering. The human Genome Projects goal was to sequence every human gene before the year 2005. In late 1997, 50,000 genes had been mapped. As of 1998, around 250 gene therapy trials were being conducted around the world. Leroy Walters, the project director, said gene transfer might eventually cure genetic disorders. After ten years in the operation, there is only one successful gene transfer, as opposed to the 400 unsuccessful protocols conducted worldwide. The first genetic engineered human embryo happened in 2015. This embryo was not created to be given birth, just tested. There will be three points talked about in the following discussion. The first point is genetic engineering needing regulations in the moral aspect. The second point is genetic engineering needing regulations in the commercial aspect. The final point is genetic engineering needing regulations in the medical aspects. These three points will specify why there are regulations needed for genetic engineering. Widely known as a revolutionary scientific breakthrough, genetic engineering has been on a path toward changing the world since its introduction in 1973. However, as genetic engineering slowly enters the lives of humanity, the morals and ethics are entering public attention, and as a culture we are left to question whether the change brought on by such a discovery brings benefit and positive change, or damage and destruction to everyone. Genetic engineering is justified through applied bioethics and despite arguments against its societal implantation, should be utilized in efforts to develop into the 21st century to create a better society. There is the concern that mankind is playing God, that we as a species and as a society are exceeding our natural reach and thus operating outside of our traditional boundaries, where our cultural sense of ethics and morality may not even be right. In more research and studies, scientists will be able to design children however they want. Using genetic engineering will allow parents to choose what traits their child will have. For example, the color of the childs eyes, skin and hair will be decided. As well as, choosing the height of the baby and weight it will be able to be. Using genetic engineering to help the child live a healthy, disease free life is one thing, but as soon as that becomes blurred with the desires of the parents of trying to control every possible genetic outcome, that is when genetic engineering crosses the lines of genetic manipulation. The dictionary defines manipulation as, to control something by yourself. Parents would be manipulating their unborn child to be something that they do not even know if it wants to be. Genetically engineering children for personal gain of the parents is lazy parenting. There are plenty of other ways to improve a childs intelligence and athletic capabilities without interfering with genes. If genetic engineering doesnt start to raise enough ethical concerns for the greater population, there will be an uproar on discrimination. In the past whites and colored people werent allowed to be married, and in the future those who were genetically engineered will not be advised to marry those who were conceived without being altered. Society has a problem with the way they look, talk, and act now. Designing children isnt natural. Natural would be in the womb and not in a petri dish. Those who design children are just lazy. They are practically saying they have no time to put into their childs future so they will just pay for it. God created everyone in his own image in his way. Regulations are needed for this because allowing humans to change Gods creation on humans is immoral. Another way that genetic engineering can play the role of God is benefiting ones self. Researchers have found that genetic engineering could have the capability to make a humans life longer. Many people are even looking to use genetic engineering to make humans live forever. Due to sin in the world, humans are selfish and just want to make themselves as happy as possible, even if the action is immoral. Some humans love themselves so much that they want to clone themselves. Genetic cloning has been successfully tested and is in current research as of right now. Regulations on cloning humans are definitely needed because God has created each person in a unique way. The only benefit of having a clone is so that the person does not have to do work and so they can be lazy. The bible even talks about being lazy. Proverbs 13:4 says The soul of the sluggard craves and gets nothing, while the soul of the diligent is richly supplied. The only reason to create a clone of ones self is for selfish reasons. There are also ethical concerns in cloning. Many people would just have twins walking around and one would be real and one would not be a clone. This could cause an outrage in humanity. If a regulation is not set between using genetic engineering for treatment and using genetic engineering for enhancement, many parents could use it for eugenic purposes. This could cause ethical concerns but also social concerns as well. This would give the rich even more advantages than they already have to begin with and drive the social classes even farther apart. The use of genetic engineering may also lead towards genetic discrimination. As the world is already full of discrimination, genetic engineering would increase the numbers of discrimination against people. With genetic engineering, scientists would be able to change unborn children to make them acceptable to the human world. Every genetic engineered human would be fake, and not be of Gods creation but the creation of somebody else. The entire world would be composed of humans that would not be themselves, but rather other people they wish to become. People would wish they would have been genetically engineered because of advantages in genetic engineering. Some might say that genetically engineering humans for enhancements and cosmetics makes the person happy and we should not get rid of happiness. The purpose of our life is not to be happy, but to glorify God in whatever we do. Treatments in genetic engineering is different than aesthetics. God has given humans to have free will and choice but just because something is available for us to do, does not mean it is good. God already gave us our lives the way he made them. Exodus 4:11 says, The LORD said to him, Who gave human beings their mouths? Who makes them deaf or mute? Who gives them sight or makes them blind? Is it not I, the LORD? This does not mean that we should not heal the blind or the deaf, God created us in his own way specifically. God allowed humans to have medicine, but just because allows sickness in the world does not mean that we should not use medicine. Regulations are needed in genetic engineering in the moral aspect. References B. (n.d.). Bruces Story | Memorial Sloan Kettering Cancer Center. Retrieved from https://www.mskcc.org/experience/hear-from-patients/bruce Beatty, J. (2016, June 8). My Polio Story is an Inconvenient Truth to Those Who Refuse Vaccines | Shot of Prevention. Retrieved from https://shotofprevention.com/2016/06/08/my-polio-story-is-an-inconvenient-truth-to-those-who-refuse-vaccines/ Ifgene home page: Students Help Desk A History of Genetic Engineering. (n.d.). Retrieved from http://www.sciencegroup.org.uk/ifgene/history.htm Kamat, K. (n.d.). Genetic Engineering: Playing God? How Far is it Ethical? Retrieved from http://www.jivdaya.org/genetic_engineering.html Long, K. (n.d.). What is the Difference Between Cloning and Genetic Engineering? | Education Seattle PI. Retrieved from http://education.seattlepi.com/difference-between-cloning-genetic-engineering-4545.html Saraf, S. (n.d.). Internet Scientific Publications. Retrieved from http://ispub.com/IJPS/4/2/8232

Economic impact of WTC attacks Essays -- essays papers

Economic impact of WTC attacks Terrorism is an increasing global threat that was illustrated by the recent attacks on the World Trade Center buildings in New York. It was a highly organized attack and investigations have shown that besides the United States, planning also took place in different countries of Europe and Asia. These attacks are set to affect far more people than the American government it was intended to harm. Over five thousand people are believed to have died as a direct result of the attacks and many more deaths are expected due to the various consequences of this tragedy. In this essay I shall attempt to cover the far-reaching consequences of this terrorist attack, focusing mainly on the cultural, social and economic aspects. I shall begin by covering the economic consequences that in my opinion far outweigh any of the others. In the wake of the September 11 attacks close to 250,000 job cuts have been announced, and a nine-year record high of unemployment claims have been reported in America. This number could have been even higher had it not been for the luxury of variable pay . By some estimates cuts in variable pay saved some 1.4 million jobs , that is 1 percent of the working population of America. Another study has found that these cutbacks will result in as much as a $30 billion drop in income for the first quarter of 2002 . This in turn will likely lead to a reduction in consumer spending that would have an adverse effect on the American economy. According to the Commerce Department retail sales fell 2.4 percent in September, much to the shock of Economists who did not expect a drop of this magnitude. Equally surprising to them is the apparent change in consumer attitude in October, which has shown an increased willingness to spend money and has reduced pressure on the economy. Aside from the above-mentioned costs of the attacks there is also the cost of renovating the damaged areas of the pentagon which is estimated at between $700 and $800 million. The collapse of the World Trade Center towers caused damage to surrounding buildings and the developer who leases the site has plans to rebuild the towers which will be an extremely expensive endeavor. The government of the United States has also promised compensation for the victims and their families in return for not suing the Federal government or the airlines. Some peop... ...ed political or patriotic messages. Johnnie Hargis who had been working in the library for 22 years said he had never heard of the policy and that he was the only one punished. In conclusion, although a tragic event, the overreaction of many people has only worsened the situation. In a time when people should join together to fight ignorance and be more understanding of different cultures a handful of people are only making things worse by their warped sense of justice. It is the year 2001, anti-Muslim sentiment in the west and anti-American sentiment in the Muslim world should not be tolerated if we are to be a true global community. Bibliography Daniel Eisenberg; Paying To Keep Your Job; Time magazine; October 15, 2001; Vol. 158 No. 17. Geoff Hiscock; World Bank warns of poverty, child deaths; www.cnn.com; October 2, 2001. Federal deal ensures victims' compensation; www.cnn.com; September 24, 2001. Lisa Barron; Global airlines losses could top $10 billion; www.cnn.com; October 9, 2001. This research paper also includes some information from various other articles at CNN.com that although helpful were not significant in the composition of this assignment.

Gone with the Wind

The movie Gone with the Wind (1939) is considered the most beloved, popular and of everlasting relevance. It has won several Oscar awards in 1939. Produced by David O Selznick, and directed by Victor Fleming, the film was released a few months after WWII began in Europe. It enabled the American viewers to identify with the war and its theme of survival. It was based on a novel written by Margaret Mitchell about civil war and reconstruction in America. Producer, David O Selznick had obtained the movie right to Mitchell’s novel in 1936 for $50,000. The renowned film was shot in Technicolor which was used very rarely in those times. The historical classic movie of the Old South during civil war period boasts of an eternal cast in a timeless, classic tale of love-hate romance. The movie covers the various romantic pursuits of the resolute heroine Scarlett OHara, against the background of historical events. Ashley, the man she loves marries her cousin, Melanine. She finds it difficult to find love during the civil war years and is forced to seek shelter for herself and her family in the plantation Tara. She defends it against union soldiers, carpetbaggers and even against starvation. Scarlet marries Rhett Butler but the marriage fails due to her indifference towards him. She again returns to Tara. Cinematography: Cinematography is the art of making camera and lighting choices when recording photographic images for the cinema.Techniocolour was not widely used when the film Gone with the Wind was being filmed. Moreover, it carried several disadvantages. Selznick borrowed all the seven heavy, cumbersome cameras of the Technicolor Corporation for shooting. Each picture had colour consulant who had the power to reject any colour scheme she felt was incompatible with colour cinematography. Moreover, the technical advisers, who were supposed to assist the cinematographers, had only worked with black and white film. Technicolor required double the amount of lighting for illumination of a scene. Selznick had previously worked with technicolour. He knew that it would be very important in giving Gone with the Wind visual richness needed for a classic drama. Actually, Selznick wanted the film’s colour to have the same impact as the characters emotions. He was so determined in it and went to the extent of dismissing the first cinematographer, Lee Garmes, for choosing a colour scheme which Selznick thought was very much subdued. The next cinematographer, Ernest Haller, was more successful in obtaining more glowing effects. Selznick had realized that shadow formed an important part in a scene’s visual impact. He asked his colour consultant to shoot Scarlett and her father on the hill at Tara. With the farm gleaming brightly in the distance, the ensuing farming effect strongly emphasizes Gerald’s feeling about the significance of the land. Selznick employs this silhouetting to the similar effect in the film’s final scene, when Scarlett stands on the same mount as she comes home to Tara. Another use of shadow is to highlight moments that focus on relationship between characters in the film. It is first used in the form of the frightening shadows Melanie and Scarlett cast on the walls of temporary hospital. Later on, delivery of Melanie’s baby is lighted with silver streams of light. The darkness in the scene renders it more personal and gives it a powerful simplicity. (Fleming, 1939). The use of Matte painting was another technique which Selznick adapted from black and white film to Technicolour. When a shot is filmed, the area to be painted in afterwards is covered with black matte paint on a glass screen positioned in front of the camera. Afterwards, a colour scale illustration of the omitted portion is shot to cover the blacked out area. Clarence Silfer, the special effects cinematographer of Gone with the Wind used the technique to complete a number of sets that were only partially finished. All, Outhouses, Tara’s side views, background vegetation, the train station roof, the twelve oak plantation, the decorations in the old armoury, some of the wounded soldiers lying on the ground in long shots, and an entire street of burning houses, were matte paintings Film editing Editing is the art of establishing rhythm in film. People often does not notice or acknowledge the contribution of film editor. Major aspects of the editing of a film are created outside the editing room. The director, script writer, and photographer are also involved in editing. One of the responsibilities of the editor is to ensure that intentions of the scriptwriter have correctly been portrayed in the film. Hal C. Kern, the film editor of Gone with the Wind, won the Oscar award for film editing. One can clearly observe that smooth flow of events which are portrayed in the film. In this film, there is an outstanding use of color for the enhancement of dramatic mood. Production design Production designer is the in charge of the film’s art department which consists of an art director, prop master, costume designer and a ser decorator. He works in close association with director, and director of photography to produce film’s feel and look by choosing the right shapes, colours and compositions for each shot. A production designer’s duties cover far beyond extending support because a movie is eventually a visual medium, its visual material is almost like another character, itself producing a mood and bringing out an emotional response from the spectators. Production design involves lot of planning and the production designer should be able to strike a balance between his own creative vision with the film’s need for authenticity of place and time. Lyle Wheeler, the art director of Gone with the Wind, won an Oscar for his efforts in the movie. Work cited Fleming, Victor. Dir. Gone with the Wind, (1939). Selznick I

Condorcets views essays

Condorcets views essays As scary as it may seem, Condorcets view of modern day life could be no closer to being true and accurate as it presently is. Condorcet had a view of life being more sophisticated by being more technologically advanced, allowing the worker to do less physical labor and accomplish more. In addition, he saw the ability to end poverty, make equal rights for women, and an order to economic affairs so that every individual, guided by reason, could enjoy true independence. Further, Condorcet also saw a need for a social security system and suggested that population growth would ultimately be checked by means of birth control. Looking at todays society herein the United States, it could be assumed that our forefathers were paying attention to Condorcets views. We have made great strides in technology beginning with the automated system for building cars. Since that time, computers have led to advances in many areas making the common worker more productive but less laborious. Over the years we have made great strides in equality for women. Although equal is not still truly equal. Today, we are more equal than we have ever been. Unfortunately, though, poverty is still an ongoing problem in todays society. However, it is an issue that is on the front burner and is receiving a lot of attention. As for the control of the population, we in the United States have not been forced to begin those steps. However, in certain Asian countries, that very thing is taking place by allowing a one-child limit on each family. Overall, Condorcets view on the evolution of civilization could not be closer than it is in the United States. As scary as it may seem, he obviously had a crystal ball that allowed him to see into the future. ...

20 Descriptive Essay Topics on Life in Kenya Based on #8220;A Primate#8217;s Memoir#8221;

20 Descriptive Essay Topics on Life in Kenya Based on #8220;A Primate#8217;s Memoir#8221; When you are tasked with writing a descriptive essay on life in Kenya based on a book, you have to be selective about the topic you choose. It should be something the author wrote about, something that you can take as a single moment, a single activity, or a single day, and convey in vivid detail to the reader utilizing all of the five senses. Below you will find a list of 20 topics for a descriptive essay on life in Kenya: Concepts about Baboon Society that Overturn Common Misconceptions about Their Social Life. Correlation between Each Stage of Development Ascendancies of an Alpha Male in the Tribe Significant Impact of the Masai Effects of Chronic Stress on the Human and Animal Brain How Social Behavior is Related to Stress Diseases How Emotional Life is Related to Stress Diseases How Social Rank is Related to Stress Diseases Euphoria from Shooting a Baboon with an Anaesthetizing Dart Recognition of Common Scams by the Poor-Ridden Africans upon American Visitors Kindness and the Deceits of the Masai Role Played by the Hypothalamus in the Brain Short Term vs Long Term Stress of Living with an Alpha Male Short Term vs Long Term Stress of Adolescents Short Term vs Long Term Stress of Living with and Communicating with People You Don’t Know Short Term vs Long Term Stress of Trying to Complete Studies without Close Friends or Family Describe the Physiological Impact that Cortisol Has When You Are out Observing a Fight. Pilgrimage to the Ruwenzoris Mountains of the Moon or Mount Karisimbi Odd Behavior Seen among Humans Compared to Baboons These topics are all quite cool, aren’t they? Of course it is still helpful sometimes to have more than just a topic to guide you in your writing quest. In most cases students will find that they are more comfortable starting out on their writing endeavor if they know what specifically is expected of them. And here we also have what to suggest 12 facts about life in Kenya based on Primates Memoir. That is why having a sample can help teach the structure, organization, and use of evidence or descriptions necessary for any writing piece. Below you will find an essay sample on one of the topics above: An Extract from a Descriptive Essay on Life in Kenya based on A Primates Memoir The wind shifted. With it came a fresh gust of red dirt blown up around my feet in swirling patterns devoid of life, and up my nostrils where the associated river stench from the village accosted me. But with the shift in the wind came new sounds. My head cocked so my left ear might gain better audio, the sound of a scream. Then another. Suddenly the lone female scream which tore at my ears like nails on a chalkboard was supported by a cacophony of male voices, each declaring that the elephants had come back. They ate our tents. They stood above them as a starved man waits above a buffet table gorging himself. Then there was only red dirt again. They removed our shields, our protection from the blazing heat that sears to the bone and from the wild animals that prey. It would be time to rebuild later. Right now the perception of the threat triggered the stress response. I looked for the baby, held it close and whispered murmurs of assurance as I felt all non-essential body functions stop and all energy diverted to the brain and the muscles. My heart was beating faster. Blood was flowing to every tingling end of my body. The adrenal glands released adrenaline. The sugar in my body increased with the heart rate. I could feel my heart beating through my chest and held the baby close in an attempt to prevent it from escaping. With raised levels of cortisol I was ready to dash out of the way of the herd, my decision making skills seemingly the only mental function working as of late. My eye sight became razor sharp, cognizant of ever flutter or moving leaf. The wind which was previously tangy in scent but light in waves and pressure became a deep howl whose echo could be used to trace the movements. The ground vibrating beneath my feet indicated the strength with which the herd moved, the swiftness, and the force. The thumps grew in size, the vibrations swelled. My eyes caught sight of peripheral movement and I dove behind a tree as the group came rushing through the lands. Then it was over. Calm was restored around the aftermath of the herd trampling through the land. The wind calmed in tune with my heart. The baby was looking at me with eyes bewildered, confused, and all at once accepting of and reflecting my face. My brow was furrowed; I noticed when I consciously smiled at the infant and felt it unfurrow. My lips were pressed firmly, the dry African heat parching them beyond recognition, and they cracked in release when I smiled at the baby. The child was incredibly sensitive to emotional expression and this sensitivity must be a crucial component for the development of stress and how the brain handles stress. My emotionally expressive influence taught in that moment, how the children should encode emotions. References: Baker, Jack, Allen Brizee, and Elizabeth Angeli. Essay writing.  Retrieved April  25 (2013): 2014. Crossley, Scott A., Laura K. Allen, and Danielle S. McNamara. A Multi-Dimensional analysis of essay writing.  Multi-Dimensional Analysis, 25 years on: A tribute to Douglas Biber  60 (2014): 197. McEwen, B. S. (2011, September). Effects of stress on the developing brain. In Cerebrum: the Dana forum on brain science  (Vol. 2011). Dana Foundation. Pennisi, Elizabeth. Baboon watch.  Science  346.6207 (2014): 292-295. Redman, Peter, and Wendy Maples.  Good essay writing: a social sciences guide. Sage Publications, 2011. Sapolsky, Robert M.  A primates memoir: a neuroscientists unconventional life among the baboons. Simon and Schuster, 2007. Szalay, Frederick S., and Eric Delson.  Evolutionary history of the primates. Academic Press, 2013.

Full Text of General Act of the Berlin Conference on West Africa

Full Text of General Act of the Berlin Conference on West Africa Signed by the representatives of the United Kingdom, France, Germany, Austria, Belgium, Denmark, Spain, the United States of America, Italy, the Netherlands, Portugal, Russia, Sweden-Norway, and Turkey (Ottoman Empire). (Printable version  of this text) GENERAL ACT OF THE CONFERENCE AT BERLIN OF THE PLENIPOTENTIARIES OF GREAT BRITAIN, AUSTRIA-HUNGARY, BELGIUM, DENMARK, FRANCE, GERMANY, ITALY, THE NETHERLANDS, PORTUGAL, RUSSIA, SPAIN, SWEDEN AND NORWAY, TURKEY AND THE UNITED STATES RESPECTING: (1) FREEDOM OF TRADE IN THE BASIN OF THE CONGO; (2) THE SLAVE TRADE; (3) NEUTRALITY OF THE TERRITORIES IN THE BASIN OF THE CONGO; (4) NAVIGATION OF THE CONGO; (5) NAVIGATION OF THE NIGER; AND (6) RULES FOR FUTURE OCCUPATION ON THE COAST OF THE AFRICAN CONTINENT In the Name of God Almighty. Her Majesty the Queen of the United Kingdom of Great Britain and Ireland, Empress of India; His Majesty the German Emperor, King of Prussia; His Majesty the Emperor of Austria, King of Bohemia, etc, and Apostolic King of Hungary; His Majesty the King of the Belgians; His Majesty the King of Denmark; His Majesty the King of Spain; the President of the United States of America; the President of the French Republic; His Majesty the King of Italy; His Majesty the King of the Netherlands, Grand Duke of Luxemburg, etc; His Majesty the King of Portugal and the Algarves, etc; His Majesty the Emperor of all the Russias; His Majesty the King of Sweden and Norway, etc; and His Majesty the Emperor of the Ottomans, WISHING, in a spirit of good and mutual accord, to regulate the conditions most favourable to the development of trade and civilization in certain regions of Africa, and to assure to all nations the advantages of free navigation on the two chief rivers of Africa flowing into the Atlantic Ocean; BEING DESIROUS, on the other hand, to obviate the misunderstanding and disputes which might in future arise from new acts of occupation (prises de possession) on the coast of Africa; and concerned, at the same time, as to the means of furthering the moral and material well-being of the native populations; HAVE RESOLVED, on the invitation addressed to them by the Imperial Government of Germany, in agreement with the Government of the French Republic, to meet for those purposes in Conference at Berlin, and have appointed as their Plenipotentiaries, to wit: [Names of plenipotentiaries included here.] Who, being provided with full powers, which have been found in good and due form, have successively discussed and adopted: 1. A Declaration relative to freedom of trade in the basin of the Congo, its embouchures and circumjacent regions, with other provisions connected therewith. 2. A Declaration relative to the slave trade, and the operations by sea or land which furnish slaves to that trade. 3. A Declaration relative to the neutrality of the territories comprised in the Conventional basin of the Congo. 4. An Act of Navigation for the Congo, which, while having regard to local circumstances, extends to this river, its affluents, and the waters in its system (eaux qui leur sont assimilà ©es), the general principles enunciated in Articles 58 and 66 of the Final Act of the Congress of Vienna, and intended to regulate, as between the Signatory Powers of that Act, the free navigation of the waterways separating or traversing several States - these said principles having since then been applied by agreement to certain rivers of Europe and America, but especially to the Danube, with the modifications stipulated by the Treaties of Paris (1856), of Berlin (1878), and of London (1871 and 1883). 5. An Act of Navigation for the Niger, which, while likewise having regard to local circumstances, extends to this river and its affluents the same principles as set forth in Articles 58 and 66 of the Final Act of the Congress of Vienna. 6. A Declaration introducing into international relations certain uniform rules with reference to future occupations on the coast of the African Continent. And deeming it expedient that all these several documents should be combined in one single instrument, they (the Signatory Powers) have collected them into one General Act, composed of the following Articles: CHAPTER I DECLARATION RELATIVE TO FREEDOM OF TRADE IN THE BASIN OF THE CONGO, ITS MOUTHS AND CIRCUMJACENT REGIONS, WITH OTHER PROVISIONS CONNECTED THEREWITH Article 1 The trade of all nations shall enjoy complete freedom- 1. In all the regions forming the basin of the Congo and its outlets. This basin is bounded by the watersheds (or mountain ridges) of the adjacent basins, namely, in particular, those of the Niari, the Ogowà ©, the Schari, and the Nile, on the north; by the eastern watershed line of the affluents of Lake Tanganyika on the east; and by the watersheds of the basins of the Zambesi and the Logà © on the south. It therefore comprises all the regions watered by the Congo and its affluents, including Lake Tanganyika, with its eastern tributaries. 2. In the maritime zone extending along the Atlantic Ocean from the parallel situated in 2 º30 of south latitude to the mouth of the Logà ©. The northern boundary will follow the parallel situated in 2 º30 from the coast to the point where it meets the geographical basin of the Congo, avoiding the basin of the Ogowà ©, to which the provisions of the present Act do not apply. The southern boundary will follow the course of the Logà © to its source, and thence pass eastwards till it joins the geographical basin of the Congo. 3. In the zone stretching eastwards from the Congo Basin, as above defined, to the Indian Ocean from 5 degrees of north latitude to the mouth of the Zambesi in the south, from which point the line of demarcation will ascend the Zambesi to 5 miles above its confluence with the Shirà ©, and then follow the watershed between the affluents of Lake Nyassa and those of the Zambesi, till at last it reaches the watershed between the waters of the Zambesi and the Congo. It is expressly recognized that in extending the principle of free trade to this eastern zone the Conference Powers only undertake engagements for themselves, and that in the territories belonging to an independent Sovereign State this principle shall only be applicable in so far as it is approved by such State. But the Powers agree to use their good offices with the Governments established on the African shore of the Indian Ocean for the purpose of obtaining such approval, and in any case of securing the most favourable conditions to the transit (traffic) of all nations. Article 2 All flags, without distinction of nationality, shall have free access to the whole of the coastline of the territories above enumerated, to the rivers there running into the sea, to all the waters of the Congo and its affluents, including the lakes, and to all the ports situate on the banks of these waters, as well as to all canals which may in future be constructed with intent to unite the watercourses or lakes within the entire area of the territories described in Article 1. Those trading under such flags may engage in all sorts of transport, and carry on the coasting trade by sea and river, as well as boat traffic, on the same footing as if they were subjects. Article 3 Wares, of whatever origin, imported into these regions, under whatsoever flag, by sea or river, or overland, shall be subject to no other taxes than such as may be levied as fair compensation for expenditure in the interests of trade, and which for this reason must be equally borne by the subjects themselves and by foreigners of all nationalities. All differential dues on vessels, as well as on merchandise, are forbidden. Article 4 Merchandise imported into these regions shall remain free from import and transit dues. The Powers reserve to themselves to determine after the lapse of twenty years whether this freedom of import shall be retained or not. Article 5 No Power which exercises or shall exercise sovereign rights in the abovementioned regions shall be allowed to grant therein a monopoly or favour of any kind in matters of trade. Foreigners, without distinction, shall enjoy protection of their persons and property, as well as the right of acquiring and transferring movable and immovable possessions; and national rights and treatment in the exercise of their professions. PROVISIONS RELATIVE TO PROTECTION OF THE NATIVES, OF MISSIONARIES AND TRAVELLERS, AS WELL AS RELATIVE TO RELIGIOUS LIBERTY Article 6 All the Powers exercising sovereign rights or influence in the aforesaid territories bind themselves to watch over the preservation of the native tribes, and to care for the improvement of the conditions of their moral and material well-being, and to help in suppressing slavery, and especially the slave trade. They shall, without distinction of creed or nation, protect and favour all religious, scientific or charitable institutions and undertakings created and organized for the above ends, or which aim at instructing the natives and bringing home to them the blessings of civilization. Christian missionaries, scientists and explorers, with their followers, property and collections, shall likewise be the objects of especial protection. Freedom of conscience and religious toleration are expressly guaranteed to the natives, no less than to subjects and to foreigners. The free and public exercise of all forms of divine worship, and the right to build edifices for religious purposes, and to organize religious missions belonging to all creeds, shall not be limited or fettered in any way whatsoever. POSTAL REGIME Article 7 The Convention of the Universal Postal Union, as revised at Paris 1 June 1878, shall be applied to the Conventional basin of the Congo. The Powers who therein do or shall exercise rights of sovereignty or Protectorate engage, as soon as circumstances permit them, to take the measures necessary for the carrying out of the preceding provision. RIGHT OF SURVEILLANCE VESTED IN THE INTERNATIONAL NAVIGATION COMMISSION OF THE CONGO Article 8 In all parts of the territory had in view by the present Declaration, where no Power shall exercise rights of sovereignty or Protectorate, the International Navigation Commission of the Congo, instituted in virtue of Article 17, shall be charged with supervising the application of the principles proclaimed and perpetuated (consacrà ©s) by this Declaration. In all cases of difference arising relative to the application of the principles established by the present Declaration, the Governments concerned may agree to appeal to the good offices of the International Commission, by submitting to it an examination of the facts which shall have occasioned these differences. CHAPTER II DECLARATION RELATIVE TO THE SLAVE TRADE Article 9 Seeing that trading in slaves is forbidden in conformity with the principles of international law as recognized by the Signatory Powers, and seeing also that the operations, which, by sea or land, furnish slaves to trade, ought likewise to be regarded as forbidden, the Powers which do or shall exercise sovereign rights or influence in the territories forming the Conventional basin of the Congo declare that these territories may not serve as a market or means of transit for the trade in slaves, of whatever race they may be. Each of the Powers binds itself to employ all the means at its disposal for putting an end to this trade and for punishing those who engage in it. CHAPTER III DECLARATION RELATIVE TO THE NEUTRALITY OF THE TERRITORIES COMPRISED IN THE CONVENTIONAL BASIN OF THE CONGO Article 10 In order to give a new guarantee of security to trade and industry, and to encourage, by the maintenance of peace, the development of civilization in the countries mentioned in Article 1, and placed under the free trade system, the High Signatory Parties to the present Act, and those who shall hereafter adopt it, bind themselves to respect the neutrality of the territories, or portions of territories, belonging to the said countries, comprising therein the territorial waters, so long as the Powers which exercise or shall exercise the rights of sovereignty or Protectorate over those territories, using their option of proclaiming themselves neutral, shall fulfil the duties which neutrality requires. Article 11 In case a Power exercising rights of sovereignty or Protectorate in the countries mentioned in Article 1, and placed under the free trade system, shall be involved in a war, then the High Signatory Parties to the present Act, and those who shall hereafter adopt it, bind themselves to lend their good offices in order that the territories belonging to this Power and comprised in the Conventional free trade zone shall, by the common consent of this Power and of the other belligerent or belligerents, be placed during the war under the rule of neutrality, and considered as belonging to a non-belligerent State, the belligerents thenceforth abstaining from extending hostilities to the territories thus neutralized, and from using them as a base for warlike operations. Article 12 In case a serious disagreement originating on the subject of, or in the limits of, the territories mentioned in Article 1, and placed under the free trade system, shall arise between any Signatory Powers of the present Act, or the Powers which may become parties to it, these Powers bind themselves, before appealing to arms, to have recourse to the mediation of one or more of the friendly Powers. In a similar case the same Powers reserve to themselves the option of having recourse to arbitration. CHAPTER IV ACT OF NAVIGATION FOR THE CONGO Article 13 The navigation of the Congo, without excepting any of its branches or outlets, is, and shall remain, free for the merchant ships of all nations equally, whether carrying cargo or ballast, for the transport of goods or passengers. It shall be regulated by the provisions of this Act of Navigation, and by the rules to be made in pursuance thereof. In the exercise of this navigation the subjects and flags of all nations shall in all respects be treated on a footing of perfect equality, not only for the direct navigation from the open sea to the inland ports of the Congo, and vice versa, but also for the great and small coasting trade, and for boat traffic on the course of the river. Consequently, on all the course and mouths of the Congo there will be no distinction made between the subjects of riverain States and those of non-riverain States, and no exclusive privilege of navigation will be conceded to companies, corporations or private persons whatsoever. These provisions are recognized by the Signatory Powers as becoming henceforth a part of international law. Article 14 The navigation of the Congo shall not be subject to any restriction or obligation which is not expressly stipulated by the present Act. It shall not be exposed to any landing dues, to any station or depot tax, or to any charge for breaking bulk, or for compulsory entry into port. In all the extent of the Congo the ships and goods in process of transit on the river shall be submitted to no transit dues, whatever their starting place or destination. There shall be levied no maritime or river toll based on the mere fact of navigation, nor any tax on goods aboard of ships. There shall only be levied taxes or duties having the character of an equivalent for services rendered to navigation itself, to wit: 1. Harbour dues on certain local establishments, such as wharves, warehouses, etc, if actually used. The tariff of such dues shall be framed according to the cost of constructing and maintaining the said local establishments; and it will be applied without regard to whence vessels come or what they are loaded with. 2. Pilot dues for those stretches of the river where it may be necessary to establish properly qualified pilots. The tariff of these dues shall be fixed and calculated in proportion to the service rendered. 3. Charges raised to cover technical and administrative expenses incurred in the general interest of navigation, including lighthouse, beacon and buoy duties. The lastmentioned dues shall be based on the tonnage of vessels as shown by the ships papers, and in accordance with the rules adopted on the Lower Danube. The tariffs by which the various dues and taxes enumerated in the three preceding paragraphs shall be levied shall not involve any differential treatment, and shall be officially published at each port. The Powers reserve to themselves to consider, after the lapse of five years, whether it may be necessary to revise, by common accord, the abovementioned tariffs. Article 15 The affluents of the Congo shall in all respects be subject to the same rules as the river of which they are tributaries. And the same rules shall apply to the streams and river as well as the lakes and canals in the territories defined in paragraphs 2 and 3 of Article 1. At the same time the powers of the International Commission of the Congo will not extend to the said rivers, streams, lakes and canals, unless with the assent of the States under whose sovereignty they are placed. It is well understood, also, that with regard to the territories mentioned in paragraph 3 of Article 1 the consent of the Sovereign States owning these territories is reserved. Article 16 The roads, railways or lateral canals which may be constructed with the special object of obviating the innavigability or correcting the imperfection of the river route on certain sections of the course of the Congo, its affluents, and other waterways placed under a similar system, as laid down in Article 15, shall be considered in their quality of means of communication as dependencies of this river, and as equally open to the traffic of all nations. And, as on the river itself, so there shall be collected on these roads, railways and canals only tolls calculated on the cost of construction, maintenance and management, and on the profits due to the promoters. As regards the tariff of these tolls, strangers and the natives of the respective territories shall be treated on a footing of perfect equality. Article 17 There is instituted an International Commission, charged with the execution of the provisions of the present Act of Navigation. The Signatory Powers of this Act, as well as those who may subsequently adhere to it, may always be represented on the said Commission, each by one delegate. But no delegate shall have more than one vote at his disposal, even in the case of his representing several Governments. This delegate will be directly paid by his Government. As for the various agents and employees of the International Commission, their remuneration shall be charged to the amount of the dues collected in conformity with paragraphs 2 and 3 of Article 14. The particulars of the said remuneration, as well as the number, grade and powers of the agents and employees, shall be entered in the returns to be sent yearly to the Governments represented on the International Commission. Article 18 The members of the International Commission, as well as its appointed agents, are invested with the privilege of inviolability in the exercise of their functions. The same guarantee shall apply to the offices and archives of the Commission. Article 19 The International Commission for the Navigation of the Congo shall be constituted as soon as five of the Signatory Powers of the present General Act shall have appointed their delegates. And, pending the constitution of the Commission, the nomination of these delegates shall be notified to the Imperial Government of Germany, which will see to it that the necessary steps are taken to summon the meeting of the Commission. The Commission will at once draw up navigation, river police, pilot and quarantine rules. These rules, as well as the tariffs to be framed by the Commission, shall, before coming into force, be submitted for approval to the Powers represented on the Commission. The Powers interested will have to communicate their views with as little delay as possible. Any infringement of these rules will be checked by the agents of the International Commission wherever it exercises direct authority, and elsewhere by the riverain Power. In the case of an abuse of power, or of an act of injustice, on the part of any agent or employee of the International Commission, the individual who considers himself to be aggrieved in his person or rights may apply to the consular agent of his country. The latter will examine his complaint, and if he finds it prima facie reasonable he will then be entitled to bring it before the Commission. At his instance then, the Commission, represented by at least three of its members, shall, in conjunction with him, inquire into the conduct of its agent or employee. Should the consular agent look upon the decision of the Commission as raising questions of law (objections de droit), he will report on the subject to his Government, which may then have recourse to the Powers represented on the Commission, and invite them to agree as to the instructions to be given to the Commission. Article 20 The International Commission of the Congo, charged in terms of Article 17 with the execution of the present Act of Navigation, shall in particular have power- 1. To decide what works are necessary to assure the navigability of the Congo in accordance with the needs of international trade. On those sections of the river where no Power exercises sovereign rights the International Commission will itself take the necessary measures for assuring the navigability of the river. On those sections of the river held by a Sovereign Power the International Commission will concert its action (sentendra) with the riparian authorities. 2. To fix the pilot tariff and that of the general navigation dues as provided for by paragraphs 2 and 3 of Article 14. The tariffs mentioned in the first paragraph of Article 14 shall be framed by the territorial authorities within the limits prescribed in the said Article. The levying of the various dues shall be seen to by the international or territorial authorities on whose behalf they are established. 3. To administer the revenue arising from the application of the preceding paragraph (2). 4. To superintend the quarantine establishment created in virtue of Article 24. 5. To appoint officials for the general service of navigation, and also its own proper employees. It will be for the territorial authorities to appoint sub-inspectors on sections of the river occupied by a Power, and for the International Commission to do so on the other sections. The riverain Power will notify to the International Commission the appointment of sub-inspectors, and this Power will undertake the payment of their salaries. In the exercise of its functions, as above defined and limited, the International Commission will be independent of the territorial authorities. Article 21 In the accomplishment of its task the International Commission may, if need be, have recourse to the war vessels of the Signatory Powers of this Act, and of those who may in future accede to it, under reserve, however, of the instructions which may be given to the commanders of these vessels by their respective Governments. Article 22 The war vessels of the Signatory Powers of this Act that may enter the Congo are exempt from payment of the navigation dues provided for in paragraph 3 of Article 14; but, unless their intervention has been called for by the International Commission or its agents, in terms of the preceding Article, they shall be liable to the payment of the pilot or harbour dues which may eventually be established. Article 23 With the view of providing for the technical and administrative expenses which it may incur, the International Commission created by Article 17 may, in its own name, negotiate loans to be exclusively guaranteed by the revenues raised by the said Commission. The decisions of the Commission dealing with the conclusion of a loan must be come to by a majority of two-thirds. It is understood that the Governments represented on the Commission shall not in any case be held as assuming any guarantee, or as contracting any engagement or joint liability (solidarità ©) with respect to the said loans, unless under special Conventions concluded by them to this effect. The revenue yielded by the dues specified in paragraph 3 of Article 14 shall bear, as a first charge, the payment of the interest and sinking fund of the said loans, according to agreement with the lenders. Article 24 At the mouth of the Congo there shall be founded, either on the initiative of the riverain Powers, or by the intervention of the International Commission, a quarantine establishment for the control of vessels passing out of as well as into the river. Later on the Powers will decide whether and on what conditions a sanitary control shall be exercised over vessels engaged in the navigation of the river itself. Article 25 The provisions of the present Act of Navigation shall remain in force in time of war. Consequently all nations, whether neutral or belligerent, shall be always free, for the purposes of trade, to navigate the Congo, its branches, affluents and mouths, as well as the territorial waters fronting the embouchure of the river. Traffic will similarly remain free, despite a state of war, on the roads, railways, lakes and canals mentioned in Articles 15 and 16. There will be no exception to this principle, except in so far as concerns the transport of articles intended for a belligerent, and in virtue of the law of nations regarded as contraband of war. All the works and establishments created in pursuance of the present Act, especially the tax collecting offices and their treasuries, as well as the permanent service staff of these establishments, shall enjoy the benefits of neutrality (placà ©s sous le rà ©gime de la neutralità ©), and shall, therefore, be respected and protected by belligerents. CHAPTER V ACT OF NAVIGATION FOR THE NIGER Article 26 The navigation of the Niger, without excepting any of its branches and outlets, is and shall remain entirely free for the merchant ships of all nations equally, whether with cargo or ballast, for the transportation of goods and passengers. It shall be regulated by the provisions of this Act of Navigation, and by the rules to be made in pursuance of this Act. In the exercise of this navigation the subjects and flags of all nations shall be treated, in all circumstances, on a footing of perfect equality, not only for the direct navigation from the open sea to the inland ports of the Niger, and vice versa, but for the great and small coasting trade, and for boat trade on the course of the river. Consequently, on all the course and mouths of the Niger there will be no distinction made between the subjects of the riverain States and those of non-riverain States; and no exclusive privilege of navigation will be conceded to companies, corporations or private persons. These provisions are recognized by the Signatory Powers as forming henceforth a part of international law. Article 27 The navigation of the Niger shall not be subject to any restriction or obligation based merely on the fact of navigation. It shall not be exposed to any obligation in regard to landing-station or depot, or for breaking bulk, or for compulsory entry into port. In all the extent of the Niger the ships and goods in process of transit on the river shall be submitted to no transit dues, whatever their starting place or destination. No maritime or river toll shall be levied based on the sole fact of navigation, nor any tax on goods on board of ships. There shall only be collected taxes or duties which shall be an equivalent for services rendered to navigation itself. The tariff of these taxes or duties shall not warrant any differential treatment. Article 28 The affluents of the Niger shall be in all respects subject to the same rules as the river of which they are tributaries. Article 29 The roads, railways or lateral canals which may be constructed with the special object of obviating the innavigability or correcting the imperfections of the river route on certain sections of the course of the Niger, its affluents, branches and outlets, shall be considered, in their quality of means of communication, as dependencies of this river, and as equally open to the traffic of all nations. And, as on the river itself, so there shall be collected on these roads, railways and canals only tolls calculated on the cost of construction, maintenance and management, and on the profits due to the promoters. As regards the tariff of these tolls, strangers and the natives of the respective territories shall be treated on a footing of perfect equality. Article 30 Great Britain undertakes to apply the principles of freedom of navigation enunciated in Articles 26, 27, 28 and 29 on so much of the waters of the Niger, its affluents, branches and outlets, as are or may be under her sovereignty or protection. The rules which she may establish for the safety and control of navigation shall be drawn up in a way to facilitate, as far as possible, the circulation of merchant ships. It is understood that nothing in these obligations shall be interpreted as hindering Great Britain from making any rules of navigation whatever which shall not be contrary to the spirit of these engagements. Great Britain undertakes to protect foreign merchants and all the trading nationalities on all those portions of the Niger which are or may be under her sovereignty or protection as if they were her own subjects, provided always that such merchants conform to the rules which are or shall be made in virtue of the foregoing. Article 31 France accepts, under the same reservations, and in identical terms, the obligations undertaken in the preceding Articles in respect of so much of the waters of the Niger, its affluents, branches and outlets, as are or may be under her sovereignty or protection. Article 32 Each of the other Signatory Powers binds itself in the same way in case it should ever exercise in the future rights of sovereignty or protection over any portion of the waters of the Niger, its affluents, branches or outlets. Article 33 The arrangements of the present Act of Navigation will remain in force in time of war. Consequently, the navigation of all neutral or belligerent nationals will be in all time free for the usages of commerce on the Niger, its branches, its affluents, its mouths and outlets, as well as on the territorial waters opposite the mouths and outlets of that river. The traffic will remain equally free in spite of a state of war on the roads, railways and canals mentioned in Article 29. There will be an exception to this principle only in that which relates to the transport of articles destined for a belligerent, and considered, in virtue of the law of nations, as articles contraband of war. CHAPTER VI DECLARATION RELATIVE TO THE ESSENTIAL CONDITIONS TO BE OBSERVED IN ORDER THAT NEW OCCUPATIONS ON THE COASTS OF THE AFRICAN CONTINENT MAY BE HELD TO BE EFFECTIVE Article 34 Any Power which henceforth takes possession of a tract of land on the coasts of the African continent outside of its present possessions, or which, being hitherto without such possessions, shall acquire them, as well as the Power which assumes a Protectorate there, shall accompany the respective act with a notification thereof, addressed to the other Signatory Powers of the present Act, in order to enable them, if need be, to make good any claims of their own. Article 35 The Signatory Powers of the present Act recognize the obligation to insure the establishment of authority in the regions occupied by them on the coasts of the African continent sufficient to protect existing rights, and, as the case may be, freedom of trade and of transit under the conditions agreed upon. CHAPTER VII GENERAL DISPOSITIONS Article 36 The Signatory Powers of the present General Act reserve to themselves to introduce into it subsequently, and by common accord, such modifications and improvements as experience may show to be expedient. Article 37 The Powers who have not signed the present General Act shall be free to adhere to its provisions by a separate instrument. The adhesion of each Power shall be notified in diplomatic form to the Government of the German Empire, and by it in turn to all the other signatory or adhering Powers. Such adhesion shall carry with it full acceptance of all the obligations as well as admission to all the advantages stipulated by the present General Act. Article 38 The present General Act shall be ratified with as little delay as possible, the same in no case to exceed a year. It will come into force for each Power from the date of its ratification by that Power. Meanwhile, the Signatory Powers of the present General Act bind themselves not to take any steps contrary to its provisions. Each Power will address its ratification to the Government of the German Empire, by which notice of the fact will be given to all the other Signatory Powers of the present Act. The ratifications of all the Powers will be deposited in the archives of the Government of the German Empire. When all the ratifications shall have been sent in, there will be drawn up a Deposit Act, in the shape of a Protocol, to be signed by the representatives of all the Powers which have taken part in the Conference of Berlin, and of which a certified copy will be sent to each of those Powers. IN TESTIMONY WHEREOF the several plenipotentiaries have signed the present General Act and have affixed thereto their seals. DONE at Berlin, the 26th day of February, 1885. [Signatures included here.]

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Methods to deal with difficult trainees while conducting training - THIS IS FOR A TRAINING AND DEVELOPMENT COURSE - Research Paper Example Introduction: Training and development have become the quintessential factors for effective human resource development in contemporary organizations, and therefore are the value-adding factors for organizational growth and sustenance. Instead of the conventional theoretical approach to learning, training is adopted to impart learning in organizations, which Lall and Sharma define as â€Å"a systematic procedure or technique by which a skill is developed in a person/employee of an organization,† (2009, p.444). The main components of any training include trainer, trainee, training methods, and time and resources. Trainer refers to the individual that imparts learning through various activities and with the use of his/her knowledge, understanding, experience of the topic to be learned and about the individuals that are interested in learning a specific topic; these individuals that seek learning through involvement, action and commitment are referred to as the trainees. The train ees’ characteristics, skills, and motivations help the trainer in determining the training method to be used to deliver the training. Trainer will have to adopt specific approaches to handle different types of trainees and to address any behavioural issues that can affect the training execution and effectiveness. Based on teachings from literature and case studies, an analysis will be performed to understand the implications of trainee personalities on their own learning and on the other trainees as well as the impact of these personalities on the training effectiveness. Finally, conclusions will be drawn based on key findings and analysis. 2. Literature review: Effectiveness of any training can be seen only when the trainees are able to apply the knowledge, skills and attitudes acquired through the training course to work areas or real-time situations (Nijman et al., 2006). This requires optimum commitment from both trainees and trainers; however, studies identify a number o f reasons for training ineffectiveness one of which includes disruptive trainee behavior, such as anger and talkativeness as seen in following case studies. 2.a. Case study 1: Angry Trainee Hara (2010b) explains about a case where controversial subjects are taught to about 20-25 students in order to make them understand about the possible existence of different perspectives to a subject. One such subject related to the position of women in the U.S culture, which thwarted a student, Tina, resulting in a furious reaction refusing to read such topics as it challenged her belief about the status of women in the U.S culture. If such a thing was to happen in a training course related to organizational development, the trainees and the organizations will be affected. When the trainees express their anger during a training session, it will certainly affect the motivation and morale of the rest of the trainees. In this case, misunderstanding and misinterpretation will increase between the tr ainees coming from different cultural backgrounds. 2.b. Case study 2: Talkative Trainee Hara (2010a) describes the case of talkative Nancy and how this behavior disrupts the concentration and morale of other members in the session. Quoting an example of a student in a classroom, the author refers to Nancy as the ‘know it all-Nancy,’ who always tries to give all the information that she has related to the subject being discussed and goes beyond the subject topic to give information. Hara (2010a)

Journal Article Review Factors Motivating College Students to Learn Essay

Journal Article Review Factors Motivating College Students to Learn - Essay Example Halawah’s (2011) journal entails works researched by diverse researchers and analysts. Nonetheless, I am not conversant with any of the establishments referenced in this work. From the compilations, I would contentedly argue that, a huge percentage of these authors have spent a lot of their time in the educational sector, by and large as educators in renowned universities. Brophy, one of the cited authors has also made a lot of contributions in making the work on ‘Enhancing Adult Motivation to Learn’ a successful and useful piece in the educational context. On the other hand, the article and textbook refer to two different works by the author. Other works by Halawah Halawah (2006) has published other works like ‘The impact of student-faculty informal interpersonal relationships on intellectual and personal development’ a college Student Journal besides the work on ‘Students’ motivation to learn from students’ perspective’, that focuses on conducting research on the contribution of students’ unofficial interpersonal relations on the development of learners’ intellectual and personal development. The work is a recent piece that was published in 2006; thus, useful in the study of learners and their development. Additionally, Halawah (2006) has yet another 2006 journal publication on ‘The effect of motivation, family environment, and student characteristics on academic achievement’, which aims at analyzing the impact of motivation, the learners’ home environment and the learner attributes on their academic achievement. Halawah (2005) is also the publisher of the work, ‘T he relationship between effective communication of high school principal and school climate’ of 2005. This work outlines the attributes of an effective and successful principal in a school setting. The key attribute emphasized in this article is the need for cultivating communication for a conducive learning environment. Research findings versus the results The research findings indeed follow logically from the findings as described in the article. The findings concur with the studies conducted on the 232 participants who took part in the study (Halawah, 2011). From the findings, it is evident that all the factors that contribute to motivation of the learners have been analyzed one by one. The concepts that relate to teacher personality and classroom management have been studied through the responses of the learners. For instance, the ability of the teacher to create a conducive environment to take place has been described in the findings with the mean standing at 4.6 for les sons well planned; thus, motivate learners. Results from the findings also include the teacher creating an open atmosphere for learning that motivates learners. Collaborative effort between teachers and the learners has also been described in the learning setting as an aspect that leads to motivation among the learners. Other aspects that relate to the learners have been discussed in the results section, like setting of considerable goals, increasing the esteem of learners, having a positive rapport with the learners amongst others are linked with the research conducted in the study. In this case, it is justified to argue that the research findings follow logically from the results discussed in the article. Sample selection The study conducted by Halawah

Contemporary Communications Assignment Example | Topics and Well Written Essays - 1500 words

Contemporary Communications - Assignment Example However, in communicating with others and preparing for your career, all scholars need to know what communication skills they do and do not have and which ones need improvement. Within the education of communicating and interacting with others educators assist their students in understanding personal skills inventory charts to look at where the person may need to look at some of their own concerns that may be hindering them from being a person who communicates well and without seeming defensive or unprofessional, who can take care of business, and gets a job, special request, and tasks done with little effort and eventually within their new career. Having control and knowing what strategies and techniques you are good at and can apply at work will benefit the company and make you a stronger person in your position and help build the worker’s morals and ethics while being able to handle situations that may not always be pleasant will prepare you to control and handle future iss ues and problem-solving with others. First, people must become educated on what communication skills they have, which ones they are good at, which ones they no little or nothing about, learn about them, practice them when working and interacting with others to make conversing and working with other people easier regardless if it as home, in a social setting, and especially in meetings with superiors, working with co-workers, and being able to be an asset to whatever project you want to implement. One of the biggest communication skills that most people understand and become aware of first is when the student is in school, yet have already been taught by their parents and other caregivers, which is simply conveying a message to another person. However, a lot of times it is not the message that one person wants to say to another it is how they say it that makes a conversation go sour and get nowhere fast. If people have issues just getting their point across then that is telling them they do need to reevaluate how they talk to others, as well as look at other communication skills.   Some personalities clash because people are different, yet in the professional world most people learn to respect that others are different, and that is the whole reason that makes that person who they are, so many of these people who work as a team, will do what they can to get along with others because they know that regardless of what they do the other person is not going to come around and they are big enough to overlook it.

Financial accounting Essay Example | Topics and Well Written Essays - 1500 words - 2

Financial accounting - Essay Example Another reason in support of recognizing the goodwill intangible assets is that decision to acquire assets from others reflects there is intangible asset value of the asset acquired. The extent of a business acquiring another business entity facility or brand name instead of developing its own demonstrates that an external value of intangible asset exist in the market transaction. Consequently, business organizations should recognize the external value triggering acquisition of external market value attached to the assets to reflect the real value of the business entity in the balance sheet statement. However, there has been argument against recognition of the various intangible assets in the balance sheet financial statement. One of the arguments against recognition of intangible assets in the balance sheet is that it enhances the earnings information since the balance sheet financial statement will be cleansed from soft assets that have no physical substance. In addition, balance sheet information quality is improved since the cost of managing earnings is relatively reduced (Wahlen, Bradshaw, Baginski, & Stickney, 2010). Another reason against recognizing intangible assets in the balance is the uncertainty and difficult to ascertain the ability of asset recognized will generate revenue in future. Consequently, recognition of goodwill, market-related assets and contract related assets has the potential of causing material bias on the value of the business entity according to arguments against recognition of intangible assets in the balance sheet statement. Amortization of intangible assets faces both support and disapproval due to the potential material effect it causes in the balance sheet statement. One of the reasons in support of amortization of intangible asset is that the ability of a business to generate revenue in different financial is influenced by the market reputation of it brand name.

Journal Article Review Factors Motivating College Students to Learn Essay

Journal Article Review Factors Motivating College Students to Learn - Essay Example Halawah’s (2011) journal entails works researched by diverse researchers and analysts. Nonetheless, I am not conversant with any of the establishments referenced in this work. From the compilations, I would contentedly argue that, a huge percentage of these authors have spent a lot of their time in the educational sector, by and large as educators in renowned universities. Brophy, one of the cited authors has also made a lot of contributions in making the work on ‘Enhancing Adult Motivation to Learn’ a successful and useful piece in the educational context. On the other hand, the article and textbook refer to two different works by the author. Other works by Halawah Halawah (2006) has published other works like ‘The impact of student-faculty informal interpersonal relationships on intellectual and personal development’ a college Student Journal besides the work on ‘Students’ motivation to learn from students’ perspective’, that focuses on conducting research on the contribution of students’ unofficial interpersonal relations on the development of learners’ intellectual and personal development. The work is a recent piece that was published in 2006; thus, useful in the study of learners and their development. Additionally, Halawah (2006) has yet another 2006 journal publication on ‘The effect of motivation, family environment, and student characteristics on academic achievement’, which aims at analyzing the impact of motivation, the learners’ home environment and the learner attributes on their academic achievement. Halawah (2005) is also the publisher of the work, ‘T he relationship between effective communication of high school principal and school climate’ of 2005. This work outlines the attributes of an effective and successful principal in a school setting. The key attribute emphasized in this article is the need for cultivating communication for a conducive learning environment. Research findings versus the results The research findings indeed follow logically from the findings as described in the article. The findings concur with the studies conducted on the 232 participants who took part in the study (Halawah, 2011). From the findings, it is evident that all the factors that contribute to motivation of the learners have been analyzed one by one. The concepts that relate to teacher personality and classroom management have been studied through the responses of the learners. For instance, the ability of the teacher to create a conducive environment to take place has been described in the findings with the mean standing at 4.6 for les sons well planned; thus, motivate learners. Results from the findings also include the teacher creating an open atmosphere for learning that motivates learners. Collaborative effort between teachers and the learners has also been described in the learning setting as an aspect that leads to motivation among the learners. Other aspects that relate to the learners have been discussed in the results section, like setting of considerable goals, increasing the esteem of learners, having a positive rapport with the learners amongst others are linked with the research conducted in the study. In this case, it is justified to argue that the research findings follow logically from the results discussed in the article. Sample selection The study conducted by Halawah

Financial accounting Essay Example | Topics and Well Written Essays - 1500 words - 2

Financial accounting - Essay Example Another reason in support of recognizing the goodwill intangible assets is that decision to acquire assets from others reflects there is intangible asset value of the asset acquired. The extent of a business acquiring another business entity facility or brand name instead of developing its own demonstrates that an external value of intangible asset exist in the market transaction. Consequently, business organizations should recognize the external value triggering acquisition of external market value attached to the assets to reflect the real value of the business entity in the balance sheet statement. However, there has been argument against recognition of the various intangible assets in the balance sheet financial statement. One of the arguments against recognition of intangible assets in the balance sheet is that it enhances the earnings information since the balance sheet financial statement will be cleansed from soft assets that have no physical substance. In addition, balance sheet information quality is improved since the cost of managing earnings is relatively reduced (Wahlen, Bradshaw, Baginski, & Stickney, 2010). Another reason against recognizing intangible assets in the balance is the uncertainty and difficult to ascertain the ability of asset recognized will generate revenue in future. Consequently, recognition of goodwill, market-related assets and contract related assets has the potential of causing material bias on the value of the business entity according to arguments against recognition of intangible assets in the balance sheet statement. Amortization of intangible assets faces both support and disapproval due to the potential material effect it causes in the balance sheet statement. One of the reasons in support of amortization of intangible asset is that the ability of a business to generate revenue in different financial is influenced by the market reputation of it brand name.

John Stuart Mill And Liberalism Essay Example for Free

John Stuart Mill And Liberalism Essay John Stuart Mill (May 20, 1806, Pentonville, England – May 8, 1873, Avignon, France) was one of the greatest and most influential liberal thinkers of the XIX century and also a famous political economist and a Liberal Member of Parliament from 1865 to 1868 (Plank). As a prominent thinker, Mill introduced a new doctrine of liberty and can be considered as a first-rate liberal and a second-rate utilitarian (Reeves). John Stuart Mill (Source: httpwww. liberalinternational. orgeditorial. aspia_id=685) Conceived for the first time as a short essay in 1854, Mill’s famous and enormously influential book On Liberty that he published in 1859 is considered one of the founding philosophical works of classical liberalism and also one of the most fundamental texts on the concept of liberty. In the book which concerns social and civil liberty, the philosopher explores the nature of the power that society can legitimately exercise over individuals, and advocates their moral and economic freedom from the state (John Stuart Mill; John Stuart Mill: Political Philosopher). The most important point and basis for liberty made by Mill in his book is that â€Å"Over himself, over his own body and mind, the individual is sovereign†. Individuals exercise their sovereignty both through their judgment and actions. The main ideas that Mill explains in his On Liberty could be grouped into the following sections. 1. Mill opens his treatise by pointing out that the government is a â€Å"dangerous weapon† if it is not appropriately controlled and if its authority is not limited by the liberty of the citizens. In this way, Mill suggests, citizens will be ruled by a government whose rule is guaranteed against oppression and tyranny. However, at a given stage society develops into democracy â€Å"Page # 2† which does not fear tyranny any longer but where the majority can easily criminalize or marginalize a minority group of society and encroach on their rights or liberty. Mill calls it the â€Å"tyranny of the majority† and believes it is much worse than the tyranny of government because it is easier for individuals to be protected from a tyrant than â€Å"against the tyranny of the prevailing opinion and feeling†. He saw a danger of the old repression of despotic rulers being replaced by â€Å"despotism of custom†. Rules of conduct, thus, would be based on the majority opinion and there would be no protection in law against its tyranny (John Stuart Mill). He emphasizes that social tyranny is the greater danger than political tyranny for modern nations such as Britain (Heydt). As in Mill’s view the prevailing opinions within society are not necessarily the correct opinions on the one hand, and an individual has the right to choose whatever preference for his moral beliefs on the other hand, Mill concludes that this situation is wrong and unjust. In this case, individuals will be harmed, then their sovereignty over themselves will be impaired (John Stuart Mill). 2. Mill argues for a need of rational principle that would govern individuals within society, and thus introduces and explains his so-called harm principle which is supposed to regulate the limits of intervention in an individual’s actions. Individuals can act as they wish as long as their actions do not harm other individuals. Society should not intervene if the action affects only the individuals that undertake it even though these individuals are harming themselves. In Mill’s view, in a civilized community society has the right to legitimately exercise power over any individual against his will only in order to prevent harm to others. However, Mill distinguishes two categories of â€Å"harms†. If an individual fails to pay taxes, rescue another drowning individual, or appear in court to give evidence, then these acts (which he calls acts of omission) should be qualified as harmful and may be regulated. But if individuals give their consent to take risks without fraud or force, for example, by accepting unsafe employment offered by others, this is not considered as harming them (acts of commission). â€Å"Page # 3† In this case, society is not allowed to intervene except when individuals sell themselves into slavery (John Stuart Mill). 3. Children can’t take care of themselves and may instead harm themselves unintentionally. That is why, Mill explains, they do not have sovereignty over themselves, the harm principle can’t be applicable in this case and society is allowed to interfere with them against their will. Barbarians fall into this category, too. Mill states that barbarians can’t be sovereign over themselves and that despotism over them may be justified in cases when the end result is the improvement of their life. But as soon as they become more civilized and have the capability to decide for themselves, they must be given liberty from the government and its tyranny. Good examples of this, Mill illustrates, are Charlemagne and Akbar the Great who compassionately controlled and â€Å"helped† barbarian nations better manage their lives (John Stuart Mill). 4. According to Mill, human liberty includes several components without which individuals can’t be truly free: †¢ Individuals are free to think as they wish, and to feel as they do (the freedom to opinion and of speech). Mills argues that the freedom of speech is necessary for social progress because allowing people to freely express their opinions and ideas, even if they are false, is useful for two reasons. First, in an open exchange of ideas individuals are likely to understand that some of their beliefs may be erroneous and will thus abandon them. Second, in the process of debate individuals reaffirm their beliefs and prevent them from turning into mere dogma. Mill believes that it is important for individuals to understand why their beliefs are true (John Stuart Mill). †¢ Individuals are free to pursue tastes however â€Å"immoral† they may be considered by others so long as they are not harmful to others (John Stuart Mill). â€Å"Page # 4† †¢ Individuals are free to meet with other individuals (the freedom of assembly) (John Stuart Mill). 5. Mill believes that religion should be criticized in the same way as are other systems of thought regardless of the offence that such criticism may cause. One of main purposes which governed Mill’s philosophical endeavours all his life was his commitment to replace Christianity with a Religion of Humanity (Carey). 6. Mill’s liberal ideas made him an advocate of the development of efficient local government and associations and he fiercely opposed central control. He argued for the parents’ obligation to educate their children but disapproved of a central education system run by the state (John Stuart Mill). In what concerns individual freedoms, it is quite important to understand that Mill gives the specific justifications for them because he believes they will promote the progress of civilization and will be good for society. Mill does not regard liberty as a standard of value and does not mention any natural rights of individuals in his discussions. Instead he is mainly concerned with the utility of rights and freedoms of individuals for the social progress (John Stuart Mill; John Stuart Mill: Political Philosopher). Many critics point out that Mill underestimated the important role of social order and custom as a source of security or freedom. His liberalism is also weakened in the eyes of other critics who do not share his extremely optimistic view of human nature. They are particularly pessimistic about his rosy belief that it is humans’ conditioned engagement in a continuous attempt to achieve personal development that results in the existence of diverse personalities and viewpoints (Reeves). Mill is also often criticised for justifying the right of one developed nation to exercise despotism over other underdeveloped nations (or â€Å"barbarians† as he calls them) on the grounds that it brings them the benefits and advantages of higher civilization (John Stuart Mill and Liberal â€Å"Page # 5† Imperialism). Despite criticism, the remarkable greatness of Mill lies in his readiness and willingness to combine both his thoughts and actions. He was a progressive philosopher who was ready to go to jail for his beliefs. It is not surprising then that six years after he published his great book On Liberty, he decided to stand for parliament in order to better implement his beliefs. His most known initiatives include the introduction of an amendment to the Reform bill in a successful attempt to give women equal voting rights; his relentless pursuit of Governor Edward Eyre for having brutally suppressing an uprising in Jamaica; his fierce opposition to the suspension of habeas corpus in Ireland; his successful campaign against an attempt to prohibit demonstrations or meetings in public parks, and many others (Reeves). By and large, Mill’s career as a liberal politician could be regarded as a relative failure. His performance was usually acclaimed, but he often found himself in opposition to the aims and wishes of his electors. He was quite reluctant to compromise with his own principles just to get support of his electorate, and this resulted in his failure to be re-elected in 1868 (John Stuart Mill: Political Philosopher). 200 years after his birth, Mill’s liberalism is still relevant(Source: http://www. prospect-magazine. co. uk/article_details. php? id=7439) Mills was aware that On Liberty as well as many others of his philosophical works raised several important problems, such as the tyranny of â€Å"uniformity in opinion and practice† which would be more faced future generations than were by his own and that some critics believed that these problems were exaggerated because they were looking more at contemporary facts than at existing tendencies (Reeves). It may be argued that the issues that Mill was interested in and consistently dealt with in his time are without a doubt still relevant and important today (Plank). BIBLIOGRAPHY: 1. Carey, G. W. The Authoritarian Secularism of John Stuart Mill. Retrieved March 14, 2008 from the World Wide Web: http://www. nhinet. org/carey15-1. pdf 2. Heydt, C. John Stuart Mill: Overview. Retrieved March 14, 2008 from the World Wide Web: http://www. iep. utm. edu/m/milljs. htm 3. John Stuart Mill. Retrieved March 14, 2008 from the World Wide Web: http://en. wikipedia. org/wiki/John_Stuart_Mill 4. John Stuart Mill and Liberal Imperialism. Retrieved March 14, 2008 from the World Wide Web: http://www. antiwar. com/stromberg/s051802. html 5. John Stuart Mill: Political Philosopher. Retrieved March 14, 2008 from the World Wide Web: http://www. john-mill. com/ 6. Plank, B. John Stuart Mill. Retrieved March 14, 2008 from the World Wide Web: http://www. liberal-international. org/editorial. asp? ia_id=685 7. Reeves, R. John Stuart Mill. Retrieved March 14, 2008 from the World Wide Web: http://www. prospect-magazine. co. uk/article_details. php? id=7439