The Importance of Choices in The Most Dangerous Game Essay example --

The Importance of Choices in The Most Dangerous Game Can a man be driven from humble humanity to gross inhumanity by circumstance or situation? What effect do one's choices and training have on his morals? At some point in our lives we will all be forced to answer questions similar to these, and two characters in Connell's story "The Most Dangerous Game" are not exempt from these life decisions. Sanger Rainsford and General Zaroff are both wealthy, both are hunters, and eventually both men are put into situations where critical choices must be made. The choices the men make are derived from different situations, but both have similar results. Initially the setting of the story is on a yacht in the Carribbean. Rainsford is involved in small talk with his friend, Whitney, and the conversation is about their favorite hobby, hunting big game. The fact that these men could afford a hunting trip to the Amazon speaks of their wealth, and these men have apparently taken several trips together. General Zaroff is not unlike Rainsford in this respect. From his childhood, Z...

Julia Darling’s short story “The Dress” Essay

Sometimes people hold symbolic value to their material possessions, e.g. a dress. When those possessions are stolen it hurts more, and it makes it harder to condemn the thief, especially if the thief is someone you know and trust. Such is the case in Julia Darling’s short story â€Å"The Dress† where the main character Rachel gets her dress stolen by her own sister, Flora. This story deals with things like lying, betrayal, loyalty and family. It explains the process from when something gets stolen, to speculations concerning the thief, to discovering the thief, and finally dealing with the thief and seeing the consequences for the thief. The relationship between Rachel and her sister Flora is very tense. â€Å"†I wish she would shut up!† snapped Rachel. â€Å"What are you angry about?† asked Flora in a lightly whipped voice, as she chewed a prawn. â€Å"You know why I’m angry.†Ã¢â‚¬  As you can see, their conversations are very heated, perhaps a sign that things between them aren’t too good between them, even before the dress was taken. It could also just be siblings fighting, as siblings do sometimes. The fact that Flora stole Rachels dress could also indicate that she is jealous of her sister. â€Å"At first she had simply thought that she would try it on for a moment and then replace it, but once it clung to her young body she found she was unable to take it off. She walked around the empty house, rejoicing in the way the dress made her feel slim and long legged.† This quote could indicate that Flora is jealous of Rachel’s natural beauty. Maybe Flora normally lives in the shadow of her sister, and would do anything to become like her. Better than her. Lying also seems to come naturally to Flora. â€Å"†The dress,† said Rachel, unable to contain herself. â€Å"I want the dress back.† â€Å"I don’t know what she’s talking about,† said Flora.† That could be because she is familiar with stealing, or that she simply has been forces to lie a lot in her family. Either way, the relationship between the sisters has diffidently worsened after the events of this story. In the beginning of the story, The mother seems like a normal, socially active and adjusted person. She is forty years old, and her birthday party is actually taking place during this story. She is feeling the weight of her age. â€Å"†I’m so old,† said the mother. â€Å"You’re not!† said Flora. â€Å"No, not old,† said Rachel. â€Å"I think I might leave my job.† said the mother.† Often when people turn forty, one of two things happen. Either they try to revive their youth by buying and doing things that make them feel young again, or they become depressed with their age and the fact that their looks and wits are fading. This could be the case judging from the quote. The mother also starts to show alcoholic tendencies near the end. â€Å"So the mother drank the rest of the wine and sat looking out at the black night, listening to footsteps in the street of people coming home from the bars in lively skittish groups.† As seen in the quote, The mother turns to liquor when her problems need solving. This could be a thing that she only did on that night, or maybe it has been a consistent problem throughout the life she has made with her daughters. In the end, this is a short story that is trying to teach it reader morals like, don’t lie, don’t steal, be kind to your family etc. But the story is ultimately a quick look at a slightly dysfunctional. The sister that steals, the mother that drinks and Rachel who is left as the only â€Å"normal† family member. The one that has to lo live with a sister that can’t be trusted and a mother that can’t even help herself, much less her daughters.

Kudler Fine Foods IT Security Report and Presentation †Top Threats

Kudler Fine Foods IT Security Report and Presentation – Top Threats Team B has been commissioned to examine the Kudler Fine Foods’ (KFF), frequent shopper, Customer Loyalty Program that is currently in development. The team has also been asked to direct the system development team to ensure the system is established securely so that it properly protects company data and customer information throughout all stages of the system development process. In week 2, the team will examine the Customer Loyalty Program for vulnerabilities in different areas of the system. The study will define the possible threats that exist to the security of the organization’s and the customers’ data and information, the potential vulnerabilities each threat may exploit, and area of the system affected by the threats. Additionally, a summary of the most critical threats to Kudler’s Customer Loyalty Program will be provided. The following table presents the possible threats, t he potential vulnerabilities each threat may exploit, and area of the system effected by the threats: Area of SystemsThreat Potential Vulnerability Networks Unauthorized access Unsecured equipment roomConfidentiality breach E-mail that doesn't employ scanning of messagesDenial of Service Lack of inside firewall can lead to worm spreadNatural Disaster Potential issues from lack of redundancySniffing Network infiltration via wireless access point Workstations Unauthorized access Patches not currentSniffing Old software versionsNatural Disaster Firewall not active Servers Unauthorized access Patches not currentSniffing Old software versionsNatural Disaster Firewall not active Employees Social Engineering Training not currentCorruption UnhappyMalicious behavior poor work ethic Data Corruption Non securedDeletion Unencrypted data Software Corruption Non-securedDeletion Software that does not employee authorized user access Building Tailgating Front door that doesn't have employee securit y guardUnauthorized access Compromised key card accessOf the possible threats to Kudler Fine Foods’ Customer Loyalty Program there are two critical threats discovered during our assessment that warrents Kudler’s immediate attention. The first of these threats is Social Engineering. Social Engineering according to Social-Engineer.org (2013), is â€Å"the act of influencing a person to accomplish goals that may or may not be in the ‘target’s’ best interest. This may include obtaining information, gaining access, or getting the target to take certain action.† The employees themselves are the area of the system affected by this threat. Social Engineering exploits their naivety. General lack of experience in recognizing this type of attack is a major reason for its success. Education on what Social Engineering is and how to recognize attacks coupled with company policies written, put into place, and enforced to prevent individuals from divulging o r even having access to certain information no matter the scenario is the recommended course of action.Next is Denial of Service. According to Conklin, White, Williams, Davis, and Cothren (2012), a Denial of Service (DoS) attack is an attack intended to disrupt a system or service from operating normally. The attacker will attempt, through means of crashing the system, closing out a logged on session, or overwhelming a machine with multiple requests that causes the machine to freeze up or as  stated crash. Kudler’s Customer Loyalty Program information could be affected because the program that accesses customer information could be made unavailable by such a DoS attack.This could cause events such as slow terminal responses, systems going offline while updating customer files, and causing system reboots to return to normal operation. This type of attack exploits the weakness of either not having a firewall running in the terminal or server background or a poorly set up fire wall allowing too many network requests to be handled by the system. Kudler’s IT department should be aware of this and conduct a system check to ensure that the firewall allows requests from only internal or authorized external sources.As requested by Kudler Fine Foods, Team B has conducted an examination of the Customer Loyalty Program concerning the possible threats and vulnerabilities to their system. A table presenting these threats and vulnerabilities as well as the areas of the system affected has been made available for review. In addition, a summary of the top two critical threats that must be addressed by Kudler Fine Foods has been provided.

Ratio: Balance Sheet and Financial Results

UVA-C-2332 Rev. Oct. 17, 2012 RATIOS TELL A STORY—2011 Financial results and conditions vary among companies for a number of reasons. One reason for the variation can be traced to the characteristics of the industries in which companies operate. For example, some industries require large investments in property, plant, and equipment (PP&E), while others require very little. In some industries, the competitive productpricing structure permits companies to earn significant profits per sales dollar, while in other industries the product-pricing structure imposes a much lower profit margin.In most low-margin industries, however, companies often experience a relatively high rate of product throughput. A second reason for some of the variation in financial results and conditions among companies is the result of management philosophy and policy. Some companies reduce their manufacturing capacity to match more closely their immediate sales prospects, while others carry excess capacity to be prepared for future sales growth. Also, some companies finance their assets with borrowed funds, while others avoid that leverage and choose instead to finance their assets with owners’ equity.And some corporate management teams choose to not pay dividends to their owners, preferring to reinvest those funds in the company. Of course, another reason for some of the variation in reported financial results among companies is the differing competencies of management. Given the same industry characteristics and the same management policies, different companies may report different financial results simply because their managements perform differently. And last, one other reason is that some industries are more susceptible to macroeconomic conditions than others.This can be true when macroeconomic conditions (e. g. , foreign exchange rates, interest rates, and taxes) are weak and deteriorating as well as when they are strong and improving. Or this can also be true when such conditions are stable versus volatile. Those differences in industry characteristics, in company policies, in management performance, and in responsiveness to the macroeconomic environment are reflected in the financial statements published by publicly held companies. Furthermore, they can be highlighted through the use of financial ratios.Exhibit 1 presents balance sheets, in percentage form, and This case was prepared by Professor Mark E. Haskins, Darden Graduate School of Business Administration, and has benefited from collaborations with various colleagues over the years on earlier versions. It was written as a basis for discussion rather than to illustrate effective or ineffective handling of an administrative situation. Copyright ? 2012 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved.To order copies, send an e-mail to [email  protected] com. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation. ? -2- UVA-C-2332 selected financial ratios computed from fiscal year 2011 balance sheets and income statements for 13 companies from the following industries: ? ? ? ? ? ? ? ? ? ? ? ? ? irline railroad pharmaceuticals commercial banking photographic equipment, printing, and sales discount general-merchandise retail electric utility fast-food restaurant chain wholesale food distribution supermarket (grocery) chain Internet retailing advertising agency services computer software development Study the balance sheet profiles and the financial ratios listed for each of the 13 companies as presented in Exhibit 1. 1 Your assignment is to use your intuition, common sense, and basic understanding of the unique attributes of each industry listed above to match each column in the exhibit with one of the indus tries.Be prepared to give the reasons for your pairings, citing the data that seems to be consistent with the characteristics of the industry you selected. Ours is not a perfect world, however, and for our class discussion, it will be helpful if you will also identify those pieces of data that seem to contradict the pairings you have made. Please note that using the data available here, you will find it difficult to identify those companies whose financial results differ because of management policy and competence.Please note in Exhibit 1: OCI = Other Comprehensive Income, CFFO = Cash Flow From Operations, ST = Short Term, and LT = Long Term. 1 -3The ratios in Exhibit 1 are based on the following formulas: 1. ROS (return on sales) = Net income Net sales Net sales Average total assets Net income Average total assets ROS ? Asset turnover Average total assets Average total owners’ equity Net income Average total owners’ equity ROA ? Financial leverage Total current assets Total current liabilities Cost of goods sold Average ending inventory Average accounts receivable Net sales/365 days UVA-C-2332 . Asset turnover = 3. ROA (return on assets) or = = 4. Financial leverage = 5. ROE (return on equity) or = = 6. Current ratio = 7. Inventory turnover = 8. Receivables collection = 9. Revenue growth = This year’s net sales—Last year’s net sales Last year’s net sales Net sales—Cost of goods sold Net sales Cash dividends Net income Research and development expense Net sales 10. Gross margin = 11. Dividend payout 12. R&D ratio = = -4Exhibit 1 RATIOS TE ELL A STORY Y—2011 Selected Financ Data for 13 C S cial Companies (b balance sheet amou are percentage of total assets) unts UVA-C-2332 V

Learning style Essay

There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining â€Å"learning styles†; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into one’s teaching. We will then discuss the reasons why learning styles beliefs are so prevalent. Finally, we will offer suggestions about collegiate pedagogy, given that we have no evidence learning styles do not exist. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching one’s teaching with that preferred learning mode. The way theorists have defined â€Å"modes of learning† has changed over the more than 50 years that this concept has been in vogue. Proposed modes have included dichotomies such as linear vs. holistic, impulsive vs. reflective, reasoning vs. insight, and visual vs. verbal. The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). We use this sensory definition of learning styles in the examples below, but our conclusions apply equally to other definitions. As you will see, the claim that the mode of presentation should match the preferred mode of learning subsumes several other claims, and it is worth unpacking the learning-styles concept in order to consider its constituent subclaims separately. Which Claims of Learning-Styles Theorists are Correct? We believe that some general assertions of learning-styles proponents have nearly universal consensus, based on a wealth of evidence. We begin by acknowledging the truth of these claims in order to differentiate them from other ones without support. The first claim is this: Learners are different from each other, these differences affect their performance, and teachers should take these differences into account. This is true and recognized by educators and cognitive scientists alike. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone’s education. We can find further agreement on some of the differences that matter for learning. First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content. One of the authors (Riener) has fraternal twin sons, and despite having most of the same experiences, one has learned to read earlier and the other is a better basketball player. This is clearly due to genetic differences in talent rather than a bizarre experiment in which the parents decided that one would be a basketball player and the other a professor. With educators under 6 feet tall for both parents and grandparents, they are both probably doomed to proceed to graduate school rather than to the NBA. Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination. We all agree that interest and attention are preconditions of learning and vary from student to student, depending on the subject. Third, students differ in their background knowledge, and that difference influences their learning. This is obviously true in the sense that a large vocabulary allows one to read a wider variety of books. And it is further true in fields such as history: One can’t hope to learn much about the causes and consequences of the American Civil War without knowing facts about the growth and separation of the colonies, the history of economic differences between the North and the South, political facts about our three branches of government, etc. But background knowledge is also quite important in things we think of as skills. For example, learning basic math facts is critical to the acquisition of later math skills. Finally, some students have specific learning disabilities, and these affect their learning in specific ways. For example, there is considerable research on dyslexia and the strategies for addressing it. These strategies of course differ from those appropriate for those students on the autistic spectrum or those with hearing difficulties. In each of these cases, a specific difference in the student calls for individual diagnosis and attention. So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions. What Do Learning-Styles Theorists Get Wrong? The next claim is that learners have preferences about how to learn that are independent of both ability and content and have meaningful implications for their learning. These preferences are not â€Å"better† or â€Å"faster,† according to learning-styles proponents, but merely â€Å"styles. † In other words, just as our social selves have personalities, so do our memories. Students do have preferences about how they learn. Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e. g. , visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful. But even if we did identify preferences that were independent of ability, finding ones that are independent of content is a much trickier proposition. If I were to tell you â€Å"I want to teach you something. Would you rather learn it by seeing a slideshow, reading it as text, hearing it as a podcast, or enacting it in a series of movements,† do you think you could answer without first asking what you were to learn—a dance, a piece of music, or an equation? While it may seem like a silly example, the claim of the learning styles approach is that one could make such a choice and improve one’s learning through that choice, independent of content. We all agree that some kids show more interest in math, some start their education more interested in poetry, and others are more interested in dodgeball. The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found. Finally, we arrive at the critical and specific claim of learning-styles proponents: Learning could be improved by matching the mode of instruction to the preferred learning style of the student. Learning-styles believers do not make the claim that students sort neatly into sensory categories: One need not be purely visual, auditory or kinesthetic. But according to the theory, an educator should be able to improve the performance of those who have a strong preference for one of these sensory styles by matching instruction to their preference. Failure to find any experimental support for matching the mode of instruction to a preferred learning style would simply leave us where we were at the end of the section above: Students have different interests, backgrounds, and abilities. And indeed, a recent review article in the journal Psychological Science in the Public Interest by a group of distinguished memory researchers sought to find evidence for this claim in particular. If you are visual, you should learn better with a visual presentation of information than with an auditory one. If you are auditory, you should learn better with auditory materials than with visual ones. Each of this pair of results is necessary to support this element of learning-styles theory. But experiments that tested this prediction with a variety of content material have not found support for it. While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist. However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students’ cognitive strategies. In other words, a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction. The first of these two conditions is not met for learning styles, and the first is obviously a precondition for the second. Why Does the Belief in Learning Styles Persevere? What are the reasons for this myth’s perseverance? First, we think that a belief in learning styles persists because the more general claims (the ones we addressed above) are true. Learners do differ from one another. But many who believe in the myth do not consider the critical differences between styles and abilities. Teachers should take into account the differences in learners’ abilities. And adjusting a lesson not just to be appropriately pitched at the students’ level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning. Second, a belief in learning styles fits into an egalitarian view of education: Everyone has value, according to the theory, and everyone has strengths. The corollary for some learning-styles theorists is that if you think that the theory is wrong, you must think that all students are identical—which is obviously untrue. Again, we agree that students differ and all students have value, but we do not need learning-styles theory to convince us of that. Third, learning-styles theory has succeeded in becoming â€Å"common knowledge. † Its widespread acceptance serves as an unfortunately compelling reason to believe it. This is accompanied by a well-known cognitive phenomenon called the confirmation bias. When evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we encounter it repeatedly. When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our interpretation of these events (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it? ) Why Should College Educators Care? We have addressed the direct costs of the learning-styles myth above, but there are considerable opportunity costs as well. The same research in cognitive science and education that has failed to find evidence for learning styles has offered many insights into how memory does work. Mindset (2006) by Stanford psychologist Carol Dweck is an excellent summary of the interesting ways that incentives—both carrots and sticks—as well as internal drives influence learning. And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning. Even the act of taking a test when one does not know the answers can support learning the correct answers faster and more effectively. Of course learning is an enormously complex activity, and this is not the place to outline all of the basic research on learning. We seek only to emphasize that attention to learning styles, for which evidence has not been found, may lead educators to neglect research on learning for which there is solid scientific support. Even though the belief in learning styles has influenced pedagogy in the schools far more than it has in higher education, we believe that there are several other reasons faculty might pay attention to the fact that researchers have failed to find evidence of learning styles, reasons that have important implications for the college classroom. First, when we poll our undergraduate classes on the belief in a number of myths of popular psychology, the one that â€Å"people have their own learning styles† is typically endorsed by more than 90 percent of our students. This belief has the potential to shape and constrain the experience that students have in the college classroom. For example, if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching: â€Å"I am a visual learner, so the visual examples were good,† or â€Å"I am an auditory learner, so more auditory content would have helped. † Second, learning-styles theory is sometimes offered as a reason to include digital media in the classroom. While including multimedia may be a good idea in general (variety in modes of presentation can hold students’ attention and interest, for example), it is not necessary to tailor your media to different learning styles. We shouldn’t congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to it. Instead of asking whether we engaged the right sense (or learning mode), we should be asking, what did students think about while they were in class? Finally, when one has the opportunity in a smaller class to collect information about students and more specifically to tailor a lesson to that particular group of students, it is a waste of time to assess learning styles rather than, for instance, background knowledge. The latter can obviously be extremely useful. We often use prerequisites to ensure common background knowledge of students in a given class, but assessment at the beginning of a class can be an excellent reminder of how little of the prerequisite course content is easily recalled. Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class. Some indication can be gained by what majors are represented in the class, but more specific interests assessed through a brief questionnaire or class discussion can also be useful in certain situations, such as small or homogeneous classes. So here is the punch line: Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students. Resources 1. Dweck, C. (2006) Mindset: The new psychology of success, Random House, New York, NY. 2. Paschler, H. , McDaniel, M. , Rohrer, D. and Bjork, R. (2010) Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9, pp. 105-119. 3. Roediger, H. L. and Karpicke, J. D. (2006) The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science 1, pp. 181-210. Cedar Riener is an assistant professor of psychology at Randolph-Macon College. Daniel Willingham is a professor of psychology at the University of Virginia. He blogs at the Washington Post and is the author of Why Don’t Students Like School? (Jossey-Bass, 2009). Related Notes Change Magazine – September-October 2010The Myth of Learning Styles by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the†¦ Learning with ‘e’s: A convenient untruthThursday, 24 November 2011 A convenient untruth What do you think is the teacher’s worst enemy? Some would say lack of time. Others would say unsupportive leadership, or the dreaded government inspect†¦

A world without Law would be a world without Sin Essay Example for Free

A world without Law would be a world without Sin Essay ? According to one of the Holy Books, the Bible, when God created the first man and woman, He knew as the author and finisher of man that he has mind, a conscience which is 2-sided. It could be destructive or constructive, it could embrace good or shun evil, it could love or hate based on the outline that he knows what is wrong and or right. That was the basic reason why God warned them or gave a strict Law against the act that lead to the very first sin, which is the eating of the fruit of knowledge. Hence, if there wasn’t any Law, the first and subsequent sins wouldn’t have existed. A car, an example of mechanical robot, will have no idea why it was created, which is a reason why a manual will be attached to it by the manufacturer for the use of the possible user[s]. We are all created for a purpose but the significant difference between Man and Machine is the choice and will power. These two tools can be shaped with Law[s] to guide man from being a weapon of personal and group calamity. And when there is no Law[s], then man can do whatever and anything he likes to suit his personal desire at the expense of others which would mean â€Å"No-Sin†. †¦At his best, man is the noblest of all animals; separated from law and justice he is the worst. —- Aristotle It can be said man would be reckless, irresponsible, wild, thoughtless, uncontrolled or careless in a world without law. He would be pitiless when the taste for pleasure clouds his sense of reasoning. The mentality that anything he does is not wrong; just-do-it lingers in the mind of man in a world without Laws because there will not be any form of punishment. It would be a world of no hope for the poor. Government which is supposed to organize the society would not be in existence; there would not be anything like the Legislature to make laws, Executive to administer the laws and Judiciary to interpret the laws. Since the germane objective of Law is to maintain order in a society, the government agencies to carry out crime investigations and the professionals called Lawyers would have no space in a world without laws. Therefore, there will be a paradigm shift where jungle justice takes over the expected capacity of law. Discoveries and inventions will set the world in a state of entropy. Classified experiments such as cloning, stem cell growth and Nuclear weapons would know no limit. The world would be overpopulated for their will not be birth control regulations; strange diseases would be epidemic and pandemic. I can conveniently conclude that the world will fall apart without the law [which is tantamount to a world without sin]. A world without Law would be a world without Sin. (2018, Oct 26).

Chinese economic developments in the nineteenth century Essay

Chinese economic developments in the nineteenth century - Essay Example The paper will also look at China’s scope in foreign trade and the changing trends occasioned by a variety of trading empires from the west and in particular the period of treaty port which opened up china’s ports to the world. On focus is china’s conflict with a growing west of the 19th century especially England which was confrontational. Another consideration is the crises being experienced then in China due to rebellion and other natural and social issues that opened her market to the west. China in the 19th century Just as the emergence of China in the 21st century has had a drastic effect on the Western economies today, the same can be said, but in reverse, of China two centuries ago when European countries took over as the world economic power houses rendering China as a client state. China’s volume of foreign exchange continued to be low and restricted but later a remarkable increase was witnessed as product from different corners especially Europe and neighboring Far East countries started flowing into the Chinese market (Keller, Li and Shiue 2010, p. 1). Below is a graphical illustration showing China’s foreign trade with the leading economies between 1865 and 1900. Source: Keller, Li and Shiue (2010, P.42). Chinese ports became the conduit by which foreign goods were transited through. During this period China was still prosperous with a great endowment of natural resources; a colossal though contented populace that boasted of a prestigious royal dynasty domestically and overseas (Asia for Educators 2004, p. 1). China’s dynastic empire was the leading economy in the world at the start of 19th century and her Gross Domestic Product (GDP) surpassed the combined GDPs of Western Europe, the North America, Japan and...This essay offers a retrospective comprehensive review of the economic developments in China during the nineteenth century. The paper explores Chinese scope in foreign trade in that period and the ch anging trends, which were occasioned by a variety of trading empires from the west and in particular the period of treaty port which opened up china’s ports to the world. Just as the emergence of China in the twenty first century has had a drastic effect on the Western economies today, the same can be said, but in reverse, of China two centuries ago when European countries took over as the world economic power houses rendering China as a client state. The entry into China by the Europeans and the subsequent forced opening of Chinese port and eventual setting up of treaty ports that favored the West over the Chinese culminated into an influx of a variety of products range and goods as well, as we saw above the smuggling of opium an item that led to the opium wars. This resulted into China increasingly turning to a client state during the period of nineteenth century as imported rate of imported new goods grew yearly Two centuries ago China suffered humiliation from the west when her territory was defiled and their culture trampled upon. From the rich history of China it is evident that though the West forcefully entered China and imposed its agenda selfishly by compelling the Chinese leadership to enter into biased treaties, a thing the Chinese detested, in the long run it is the Chinese who have benefited.