ALLEN - Surname Meaning and Origin of Last Name Allen

The Allen and Allan surname derive from aluinn, meaning fair or handsome. The Allan surname spelled with an a is generally considered to be associated with Scottish clans, including Clan Donald, Clan Grant, Clan MacFarlane, and Clan MacKay. Spelled with an e, however, the Allen surname is generally considered to be English in origin. However, a variety of names from a variety of regions might be anglicized as either Allen or Allan, so the name spelling may not point to your familys origin. Surname Origin ï » ¿Scottish, English Alternate Surname Spellings ï » ¿ALAN, ALLAN Famous People With the Surname ALLEN Ethan Allen - leader of the Green Mountain Boys and an American officer during the Revolutionary WarKris Allen - winner of American Idol, season eightLily Allen - British pop starRichard Allen - minister, educator, writer, and founder of the African Methodist Episcopal (AME) denominationMarcus Allen - National Football Hall of Fame member, inducted 2003 Genealogy Resources for the Surname ALLEN ï » ¿100 Most Common U.S. Surnames Their MeaningsSmith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census? Allen Family Genealogy ForumSearch this popular genealogy forum for the Allen surname to find others who might be researching your ancestors, or post your own Allen query. There are also separate forums for the ALLAN and ALAN variations of the Allen surname. FamilySearch - ALLEN GenealogyFind records, queries, and lineage-linked family trees posted for the Allen surname and its variations. DistantCousin.com - ALLEN Genealogy Family HistoryFree databases and genealogy links for the last name Allen. ----------------------- References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005.Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004.Hanks, Patrick, and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003.ï » ¿Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

The Antic Disposition in Hamlet - 1645 Words

The character of Hamlet in William Shakespeare’s play of the same name is one of the more complex and interesting characters in the western canon – in attempting to take revenge on his uncle Claudius for his alleged murder of Hamlet’s father, the young prince feigns insanity in order to get the man’s guard down and keep him off balance until finding the right time to strike. However, the question remains – by the end of the play, just how much is Hamlet pretending to be insane? Is it really an act, or has Hamlet really taken on an â€Å"antic disposition† as Hamlet vows to put on (I.v.172)? While it can be confirmed that Hamlet’s insanity is more or less a ruse, his own dedication to his task, as well as the uncertainty he has about following†¦show more content†¦The distracted and uncertain nature of Hamlet at this time seems to suggest at least a moment of madness immediately following the appearance of the ghost (Simon 714) . The insanity of Hamlet can be discerned partly in his indecisiveness; the constant worrying and waffling over whether or not to take his revenge and when is a clear sign of his mental instability. Hamlet makes many attempts to kill Claudius, but is always stopped by his own indecisiveness, finding all manner of excuses to not go through with it. In one instance, he finds Claudius praying and finds his perfect chance, but he does not go through with it. He refrains because, if Claudius is slain while praying, he will end up in heaven, and that is not what Hamlet wants. In the end, Hamlet’s own search for vengeance is his undoing, and also spells doom for many around him. He accidentally kills Polonius because he thinks he is a spy, while causes his love Ophelia to drown herself in grief. This perpetuates the cycle of revenge, as her suitor Laertes seeks a duel against Hamlet, which leads to the deaths of the both of them, in addition to Claudius and Gertrude. Laertes even seems to accept that his own actions led to his death - I am justly killd with mine own treachery (V.ii.12). To that end, Hamlet’s insanity andShow MoreRelatedAn Analysis Of The Film Hamlets Antic Disposition Essay1290 Words   |  6 PagesAn Analysis of Hamlet s antic disposition In the film†Hamlets antic disposition† the author Alexander W Crawford, describe hamlet as mad, but a close reveal of the play shows that Hamlet is straightforward and sane. His actions and thoughts are a logical response to the situation in which he finds himself. However, he assumes antic-disposition to undercover the truth of his father s death. After the Ghost tells Hamlet that Claudius has murdered his father, Hamlet begins to plan his next steps.Read MoreEssay on Hamlets Antic Disposition1487 Words   |  6 PagesHamlets Antic Disposition      Ã‚  Ã‚  Ã‚   In William Shakespeares famous tragedy Hamlet, the main character of the story is one majestically elaborated, aside from being quite complex. There are infinite volumes written about this character because Shakespeare leaves no firm proof of many of his character traits. Yet on Hamlets antic disposition, meaning his obviously absurd temperament or madness, Shakespeare leaves plenty of reason to believe that it is feigned, meaning that it is simply a ployRead More The Flaw of Hamlets Antic Disposition Essay743 Words   |  3 PagesHamlets antic disposition of pretending to become crazy so that he can take revenge of his fathers death was a bad plan. The situations in the play that prove that Hamlets antic disposition was a bad plan are the death of his friend Ophelia, his fighting with his mother, trying to fool the King and Polonius, his own downfall and finally his death. All this situations illustrate why Hamlet?s antic disposition was a bad plan. Hamlet?s antic disposition was the main reason why Ophelia committedRead More Madness and Insanity in Shakespeares Hamlet Essay793 Words   |  4 PagesShakespeares Hamlet         Ã‚   Shakespeares Hamlet is a master of deception. Hamlet decides to make Claudius believe that he is insane, but the scheme backfires when everyone, except Claudius, falls for it. Ophelia is one of those who believes Hamlet lost his mind, and when he does not return her love, she is so brokenhearted that she commits suicide. Near the end of the tragedy, Hamlet plays the part so well, that he convinces himself he is insane. Clearly, Hamlets plan to put on an antic dispositionRead MoreHamlet And Antic Morality In William Shakespeares Hamlet1110 Words   |  5 Pages Hamlet was a book written in the in the 14th century of 1559 by a famous writer named William Shakespeare. In the story Prince Hamlet was chasing after a ghost that looked like his father and when he finally caught up with the ghost (King Hamlet), King Hamlet told Hamlet that his brother Claudius killed him with ear poison, while he was resting. So when King Hamlet told Hamlet this, Hamlet told his father that he would get revenge and avenge his father’s death. So Hamlet told himself thatRead MoreHonesty and Integrity Are Not Found in the Play Hamlet734 Words   |  3 PagesENG 3U Honesty and integrity are never found in Hamlet Honesty and integrity can both be described as good qualities, but they are interpreted in different ways, honesty is quality of truthfulness and sincerity. While integrity can be described as the possession of a strong moral principles, and the righteous acts committed by a character. William Shakespeare uses multiple forms of deception and immoral acts in almost every scene in the play Hamlet. Proving that there is neither honesty, nor integrityRead MoreThe Importance of Maintaining Moral Order as it Relates to Hamlet by William Shakespeares765 Words   |  4 PagesImportance of Maintaining Moral Order as it Relates to Hamlet by William Shakespeares Something is rotten in the state of Denmark. (Hamlet. 1.4, l.90) In every society a distinctive hierarchy or organization of power exists. In the Shakespearean world, life is kept constant through the maintenance of the Great Chain of Being or moral order. Any disruption in this chain is believed to cause chaos in society. In William Shakespeares Hamlet, Denmark is thrown into chaos by the reckless actionsRead MoreHamlet, By Alexander W Crawford Essay1213 Words   |  5 Pages In the film†Hamlets antic disposition† the author Alexander W Crawford, describe hamlet as mad, but a close reveal of the play shows that Hamlet is straightforward and sane. His actions and thoughts are a logical response to the situation in which he finds himself. However, he assumes antic-disposition to undercover the truth of his father s death. After the Ghost tells Hamlet that Claudius has murdered his father, Hamlet begins to plan his next steps. After all, revenge is a dish best served coldRead MoreHamlet Character Analysis918 Words   |  4 PagesIn the play Hamlet, Shakespeare raises the question regarding deception and the differences between â€Å"seeming† and â€Å"being†. Each character is trying to decipher what each other are truly thinking, contrary to what they are pretending to think. Shakespeare sets Hamlet up to illustrate the complexity of how one must deceive others to reveal the truth.  ¬Ã‚ ¬The coexistence of appearances and reality develops as the Danish court gets engulfed in a web of corruption, lies and deception. Through how ShakespeareRead MoreThe Profound Impact Of Female Characters Of Shakespeare s Hamlet930 Words   |  4 PagesThe Profound Impact of Female Characters in Hamlet How much of an impact can the women in a man’s life have on his thoughts and actions? A mother is the first woman her son will come into contact with, and can skew her son’s image of women through her actions. A man’s significant other also has the ability to bring out the best in him, but can also become the target for his anger and stray emotions. In William Shakespeare s Hamlet, although there are only two main female characters, both women†¯possess

What Are Some of the Factors That Contribute to the Increase of Crime in Cites Essay Sample free essay sample

It is a common fact that offense rates are quickly increasing in metropoliss. It is of import to acknowledge that this is chiefly due to a more important rural hegira: The addition of population in these urban countries. Therefore. the presence of slums. ghettos and destitute vicinities. These increasing offense rates appear to be more obvious amongst the young person therefore ensuing in an addition non merely in general offense but in juvenile delinquency. In this account. we will explicate the grounds behind this of import issue. Please list out your subject sentences. As these quickly increasing offense rates seem to be more seeable amongst the juvenile population it is of import to take into history the influence of one’s socioeconomic background. One ground to explicate why a immature individual would come in into the universe of offense ( whether it be junior-grade larceny. drug covering or homicide ) is hapless rearing accomplishments and an deficient mental and societal development as a kid. We will write a custom essay sample on What Are Some of the Factors That Contribute to the Increase of Crime in Cites? Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If a juvenile does non have the appropriate nurturing and instruction that is necessary in order to go a responsible grownup. this person will stop up seeking these factors from exterior beginnings. This comment leads us to speak about the influence that an single income and instruction can hold on these increasing offense rates. This is peculiarly of import to detect in a sphere of income as these persons will seek for other signifiers of doing a life and this will finally take to their engagement in offenses and drug trafficking. Topic sentence? It has been noted in the debut that juveniles who find themselves populating in these destitute countries frequently gain easy entree to narcotics and intoxicant. These two factors contribute tremendously to an individual’s exposure to the universe of offense. Additionally. drugs and intoxicant frequently ruin a immature individual’s opportunities of success and they will go stuck in a barbarous rhythm of poorness and delinquency. Another of import factor is the influence of media on the young person. ( This point should be in the following paragraph ) Children and adolescents are frequently exposed to violent picture games and uncensored telecasting therefore presenting them to a universe where force and offense are accepted. Although this is created for amusement intents it has an of import psychological consequence on the young person. Restate subject sentence In order to work out the job of increasing offense rates. hapless rearing accomplishments. income and instruction. easy entree to drugs and intoxicant and the influence of the media need to be taken into consideration. It is of import to acknowledge that this issue is really harmful to our modern society and could take citizens to populate in a universe of fright and paranoia. Restate thesis statement?

Accounting for Research and Development Deals Activities

Question: Discuss about the Accounting for Research and Development Deals Activities. Answer: Introduction: The accounting for research and development deals with activities that improves the processes and product. The terms of research and development is used in the standard with the following meaning. Research is the planned and the original investigation, which is undertaken by the entity to gain technical and scientific knowledge and understanding. On the other hand, development is the application of the knowledge gained or using the finding from the research for producing improved or new product, processes, services and material. The development is undertaken prior to the commencement of the usage and commercial production. The activities encompassed in the research and development is difficult to identify (Barge-Gil Lpez, 2014). The definition provided assist the reporting entities in classifying their activities under the research and development. The distinction of the activities are based on the organization types, types of the project undertaken and the types of business. The medium sized firm had confusion about the formal definition of Research and development while the small firms understood the concept of R D in an informal way. The FRS 13 deals with the accounting for the activities related to the research and development. The activities related to research and development are distinguished from those activities that are non-research based because of the absence and presence of appreciable elements of innovation (Bebbington et al., 2014). Discussion: The core accounting rule in the area of research and development are the expenditures that is to be charged as an expense when incurred. The expenditure, which is incurred on research, is not directly related to the future economic benefits and capitalizing the cost that does not comply with the accrual concept. The expenditure related to the research, development is written off to the account of profit and loss, and this is because the expenditure on the research does not provide the entity with the direct future economic benefits. The expenditure on the development cost has to be written off as the expense incurred to the profit and loss account. However, there is the option of deferring the expenditure incurred in development and it can be carried out as the intangible assets on the entity meeting some criteria. The research and the development costs are need to be separated in order to achieve the reasonable degree of comparability between the accounting period of the same entity and between the entities (Bowen et al., 2013). Literature review on accounting for research and development: For sustaining the dynamic economy of New Zealand, the research and development is an important concept. The socio economic issues of New Zealand is addressed sing the accounting for R D. The literature review is provided on the expenses relating to R D. The harmonization in the accounting treatment of the research and development is unlikely to happen. The capitalization of R D has always remain a controversial issue. The revised International accounting standard 38 make the distinction between the development and the research phase. The expenditure of carrying out research should be treated as an expense (Deegan, 2013). A reporting entity cannot demonstrate during the research phase of the project that whether the intangible assets are capable of generating the probable future economic benefits or not. The expenditure on research should be recognize as expense and there is the need to recognize the assets arising from the research. The intangible assets needs to be recognized in the development phase if the entity is able to demonstrate the ability to sell or use the assets. The entity also needs to demonstrate the whether the intangible assets are technical feasible for using or selling purpose. The ability to measure the expenditure related to the development to of the intangible assets should also needs to be demonstrated. The treatment of research and accounting provides for the flexibility between the choice of capitalizing and expensing. As a result of which, the companies that are more leveraged are encouraged to activate their cost related to R D rather than expensing them. The managers are motivated to prevail such accounting decisions over the other. It is argued that the high debt level forces the company to capitalize on the expenditure of R D. The choice available to the company because of this decreases the debt ratio and increases the accounting profit. The firms are encouraged to make the accounting decisions that are income increasing (Daske et al., 2013). Implication of the present accounting profession and the commercial environment: The accounting for research and development has the implication on commercial environment in terms of the accountability initiatives. The development and the research makes the strategic focus rather than the university accounting and the professional curricula. The developments provide the platform for the wider interest of public and this improves the relevance of the information to enhance the process of decision-making. The various business leaders and the accounting profession has embraced different types of corporate reporting. This is known as the integrated reporting. The research and development would enrich the appreciation and understanding of the accounting academics of New Zealand for the achievements and efforts of the early builder sin the accounting field (Dinh et al., 2015). Past debate in relation to the issue: The basic issue concerning the accounting for research and development is the expenditure. The expenditure associated with the research and development is that there is no certainty in the future benefits and it makes it difficult to treat and record the expenditure as an asset. Because of this, the GAAP has made it mandatory to charge the expenditure as an expense incurred. However, this cannot be regarded as entirely pervasive as there are some limitations to it (Mynatt Schroeder, 2012). The current tax treatment about research and development is uncertain. The measures of taxation does not have anything to address the uncertainty. The uncertainty over the treatment of taxation of research and development is not addressed sing the current measures. The main area of concern is the revenue and capital R D expenditure. The ambiguity in the treatment of taxes comes from whether the cost are classified as capital or revenue. If the taxpayer has enduring benefit, then the cost is classified as expenditure and otherwise it is classified as the revenue expenditures. It is not clear in the tax law of New Zealand when the expenditure related to the R D is immediately deductible and when the expenditures are not immediately deductible. This comes with the risk of disputes that are potential in nature. This risk of disputes exist with the Inland Revenue. When the taxes are underpaid, this comes with the risk of use of money interest and penalties (Healy Palepu, 2012). The method of accrual accounting in New Zealand is faced with a number of issues. The reporting entity encounters with a number of issues when they intend to correctly identify the cost related to the research and development. The accounting treatment of the cost for the purpose of tax is also the major issue faced by the reporting entity. The financial reporting standard relies on the accounting treatment for the amortization of the development expenditure at the end of the process of research and development. Recent development: The development of the New Zealand equivalent to the IFRS for the purpose of application by the entities of New Zealand. This would also include references to the regulatory environment. The harmonization of the financial reporting standard by liaising with the Australian accounting standard Board. There are also new development in the business environment (www.ifrs.org, 2016). The tax rule concerning the research and development is about the cashing out off the losses from taxes. The companies building the service or product would make the expense until the development of the product and it will make losses until the revenue is being generated. The losses attributable to the development would be carried forward to the next year when the company starts making profit by selling the developed products. The changes allows the tax loss due to research and development to cash out their loss, which arises from the expenditure of the research, and development. The new development focuses on the newly started companies who are engaged in the intensive research and development. This is intended to reduce the exposure of the startups to the market failure and the distortion in the taxes, which arises for the treatment of the losses attributing from taxes in the current scenario (Kelsey, 2015). Expenditure accruing to certain types of expenditures are not included in the measurement and the cost that are claimed by the company must be related to the research and development. The cost might include office cost relating to R D, wages, salaries and the contractors cost. It also include the depreciation of the assets that are solely used for the purpose of research and development. The newly developed regime allows cash out losses. However, there are some limits imposed by the regime. The cost related to the research and development shall comprise of all the activities that are directly attributable to the activities undertaken under the research and development. The cost needs to be allocated to such activities on a reasonable basis. The research and development costs between the entities should be separated to make a reasonable degree of comparability. The distinction should be made between the development cost and research cost. The proposal is to address the uncertainty by clarifying the revenue or capital boundary. This is done by allowing the taxpayers to follow such accounting treatment where the expenditure related to the R D is immediately written off for accounting. This will immediately deducted for the taxation purpose. Any types of expenses incurred in undertaking and carrying out the research are deductible immediately for the taxation purpose. There are some criteria for the treatment of the expenditure on development and this decides whether it will be immediately deductible or not. This will provide the payers of taxes with more certainty and the result would be the fewer disputed between the Inland Revenue and the taxpayers. This will help the businesses to focus less on the tax affairs and enable them to concentrate on their businesses (Knechel et al., 2012). Future development: The adoption of International reporting standard in New Zealand has reassessed the role of financial reporting standard board (FRSB). The FRSB needs to add material, which would describe the applicability and the scope of the standard in New Zealand. Some of the arguments can be made about the future developments. Due to the cost incurred in the research and development, the economic benefits are expected to flow to the entity; therefore, it can be argued that rather than treating the cost as an expense, it should be treated as assets. This is so because it is align with the assets definition prescribed by the International accounting standard framework for the preparation and the presentation of the financial statements and with the statements of principles. There is a need to provide accountants in New Zealand with more information so that the situation is clarified. The development and the adoption to the international reporting standard will make possible the comparability and th e universality of the accounting treatment of the research and development internationally and regionally (Samkin Deegan, 2012). Regulatory environment: The accounting standard board of New Zealand issues the accounting standard in New Zealand. The profit entities reports under the International financial reporting standard (IFRS) of New Zealand. These are the standards developed by the accounting standard board of New Zealand. The External reporting board does the approval of these standards. The entities are adapting their financial function as per the standard to achieve the efficiency for long term and met the requirement of the standards. The entities, which are currently reporting under the old GAAP, will need to be adapt to the New Zealand International financial reporting standard. However, the International financial reporting standard of New Zealand and International financial reporting standard are different (Naranjo et al., 2015). The former also deals with the domestic standards and this deal with the areas that are not dealt under the IFRS. The transitional requirements of both the standard are different (Nobes 2014).The framework of accounting standard at the current scenario is implemented in three stages. In the first stage, the entities which mainly involves changes to the profit entities accounting standard. The second stage involves changes for public entities. Thirdly, the changes to the accounting standard of the profit and public entities. The companies that is the reporting entities are significantly affected by the accounting of the research and development. However, it is more confined to the entities engaged in the research and development. Conclusions: The purpose of the report is to provide the insight into the accounting for the research and development in New Zealand. There are some gaps as per the literature review. The analysis presented in the reports suggest that the financial reporting regime of the international accounting standard is viable and is an alternative to the existing financial regime of New Zealand. Adopting to the International Financial reporting standards would provide the country with the long-term net benefits. The country should adopt to the IFRS in a manner, which would preserve their commitment to such financial reporting standard, which is sector neutral for New Zealand. New Zealand should look forward to ensure the high standing in the long term and should not be complacent. The country can be an important contributor in the development of the internationally accepted financial reporting in the accounting of research and development. Reference: Barge-Gil, A., Lpez, A. (2014). RD determinants: Accounting for the differences between research and development.research Policy,43(9), 1634-1648. Bebbington, J., Unerman, J., O'Dwyer, B. (2014).Sustainability accounting and accountability. Routledge. Bowen, R. M., Jollineau, J., Margheim, L. (2013). Corporation's Intellectual Property: Accounting For Research And Development Under US GAAP Versus IFRS.Journal of Business Case Studies (Online),9(4), 321. Daske, H., Hail, L., Leuz, C., Verdi, R. (2013). Adopting a label: Heterogeneity in the economic consequences around IAS/IFRS adoptions.Journal of Accounting Research,51(3), 495-547. Deegan, C. (2013).Financial accounting theory. McGraw-Hill Education New Zealand. Dinh, T., Eierle, B., Schultze, W., Steeger, L. (2015). Research and development, uncertainty, and analysts forecasts: the case of IAS 38.Journal of International Financial Management Accounting,26(3), 257-293. Dinh, T., Kang, H., Schultze, W. (2015). Capitalizing Research Development: Signaling or Earnings Management?.European Accounting Review, 1-29. Healy, P. M., Palepu, K. G. (2012).Business Analysis Valuation: Using Financial Statements. Cengage Learning. IFRS - Home. (2016).Ifrs.org. Retrieved 6 November 2016, from https://www.ifrs.org/Pages/default.aspx International Accounting Standards Board (IASB). (2016).Iasplus.com. Retrieved 6 November 2016, from https://www.iasplus.com/en/resources/ifrsf/iasb-ifrs-ic/iasb Kelsey, J. (2015).The New Zealand experiment: A world model for structural adjustment?. Bridget Williams Books. Knechel, W. R., Sharma, D. S., Sharma, V. D. (2012). Non?audit services and knowledge spillovers: Evidence from New Zealand.Journal of Business Finance Accounting,39(1?2), 60-81. Mynatt, P. G., Schroeder, R. G. (2012). The comparative reporting impact of the FASB and IASB treatments of research and development expenditures.Journal of Business and Accounting,5(1), 50. Naranjo, P. L., Saavedra, D., Verdi, R. S. (2015). Financial reporting regulation and financing decisions.Available at SSRN 2147838. Nobes, C., (2014).International Classification of Financial Reporting 3e. Routledge. Reeve, J. M., Warren, C. S., Duchac, J. E., Du, X., Yu, Z. (2012).Principles of Accounting. South-Western Cengage Learning. Samkin, G., Deegan, C. (2012).New Zealand financial accounting. McGraw-Hill Education Australia.

Paradise Lost By Milton Essays (535 words) - Abrahamic Mythology

Paradise Lost By Milton Paradise Lost, reaches out and pulls in references and allusions to other literary works, making it Milton's most influential piece of literary work. The writing echoes primary epic and the epic's elevated language of describing people and events in great detail and in super realistic terms. Primary epic often uses nature as a simile, as with the line, "Thick with autumnal leaves that strew the brook."(303). This line portrays an image of thousands of dead, brown, wet, and muddy leaves, which add more depth to the portrait of the fallen angels described in the passages from lines 299-313. To assert this description further, Milton uses references to specific places to affirm and reinforce the grand stature of the characters to whom he is referring. For example, the demons are, "High over-arched embower; or scattered sedge / Afloat, when with fierce winds Orion armed / Hath vexed the Red Sea coast," (304-06). Orion armed is associated with seasonal storms and The Red Sea in Hebrew is called The sea of sedge. These two images when combined, add a fierce and grimy portrait of these fiends. They seem to be hovering, and waiting for the right moment to generate chaos in the world G-d has thrown them down to. Milton has, in this passage, begun the process of characterization of these demons. He endows Satan with heroic qualities and his cohorts emerge as militant followers of a stately, yet ominous leader. Although Satan has heroic qualities and his angels are portrayed as evil warriors, Milton often has these rebellious angels remember what they have lost and given up. This helps to express the nature of their evil. Each demon is aware of their condition and their transgression from Heaven to Hell and they are, "Under amazement of their hideous change." (313). The main theme of the poem as a whole, is the examination of the origin of human Christian civilization, the emergence of evil, and how evil forces secure themselves into the world in the first place. The question of why G-d has allowed this evil to emerge and what is G-d's solution, is answered through Milton's similes and references to historical events. For instance, Milton refers to the Biblical event of the Exodus, by describing how multitudes of fallen angels chased the Hebrew children through the Red Sea: "The sojourners of Goshen, who beheld / From the safe shore their floating carcasses / And broken chariot wheels;" (310-11). Besides the "broken chariot wheels;"(311) being another simile to the sheer quantity of the fallen angels, the reference to the event of the Passover suggests that, although G-d has allowed for a certain amount of evil to take place, in the end his omnipotence will ultimately divert Satan and the deception he has devised. Although G-d's actions may seem unjust, He has made provisions for the evil through Christ. The passage within the poem reflects the evil nature of Satan, prior tohis plan to corrupt the innocence of Adam and Eve. To supplement this evil, Milton uses strong language such as "vexed" and "fierce." He uses word combinations to describe the physical and the ethereal. For example, "Perfidious hatred" is used to describe the motivation behind the pursuit of the Hebrew children in the Exodus. By using strong language and similes to nature, Milton has established in his descriptions, an epic tradition.

Diversity essays

Diversity essays Diversity is about the difference among people that create an environment that nurtures and respects the values of its employees, thus maximizing the potential of all employees. In order for an organization to support diversity, it must have committed leaders that are willing to educate and train their employees on the different aspects of diversity, and how diversity can improve the overall performance of the organization. Everyone on this earth is unique, and can contribute something to the vision of an organization. With diversity comes differences, and with differences come the potential for problems in relationships. Understanding individual differences...are crucial in todays organizations. (Schermerhorn, 2003) Age diversity affects organizational behavior, because it can lower morale and overall production of an organization. Many older (50+) aged employees, feel they are invaluable, and have experienced some form of discrimination due to their age. Organizations may feel that older employees may lack up-to-date skills (e.g. Computer skills). In truth, there are great rewards in having older employees. Older employees have job related experience, and have developed effective work ethics that younger employees lack. They are less likely to be late, and are less likely to quit their job. In turn, this makes an organizations have a lower turn over rate and dependable services. It is equally important to have young workers especially in an organization where majority of the employee are older. Some organization view young people as unreliable. Therefore, the organizations tend to shy away from employing younger people. Young people are important to have as part of an organizations workforce to ensure the future of that organization. Having a workforce that is mixed with different ages, background, experience, and values can help that organization relate to it community. Age diversity means employin...

Criminal law Essay Example | Topics and Well Written Essays - 250 words

Criminal law - Essay Example ocedure of trial of a criminal case through the federal court system usually takes place with the following: 1) Grand Jury Indictment, 2) Arrest and Bail Hearing, 3) Arraignment, 4) Discovery of Evidence and Filing Motions, and 5) Trial or Guilty Plea. State Court Prosecution Process. State Court prosecution process is considered to be a â€Å"typical criminal case progress† that basically goes â€Å"through the system†. However, the procedures and terms may differ in some ways depending on the state’s or country’s jurisdiction. The procedure begins after the crime is committed. I think it is necessary that accused citizens should undergo a centralized prosecution process instead of classifying them if federal or state court. Having simplified prosecution process will be liken as measuring the case in the standard measurement every accused in order to get the desired result in prosecution. However, due to the sensitive and subjective nature of crimes being committed by different citizens, the various procedures that are designed into federal and state courts are considerable even it takes the prosecution in multi-layer pace. Lindsey, David. â€Å"Colorado Federal Prosecutions Lawyer.†David Lindsey Attorney At Law. 2011

Affirmative action and Diversity policies Assignment

Affirmative action and Diversity policies - Assignment Example Cultural diversity is a notion that acknowledges the existence of differences between people of different cultures and suggests that the treatment of these people with inclusivity. Cultural diversity is a framework of social justice and a facilitator in the acquisition of knowledge, attitudes and skills that are pivotal for societal harmony. It does not only acknowledge race and ethnicity as cultural groups, but also sexual orientation, skills and handicaps, class, gender, national origin, age and even the geographic origin. It goes further to welcome the contributions of one culture, as well as those of others for positive social development.Response to Question 2The reason why diversity is encouraged in the student body rests upon various goals of advocacy for cultural diversity. One of the objectives of cultural diversity is to promote harmony and inclusivity. These are assured by the fact that all the cultural groups will feel they are treated fairly. Thus, they will also feel in cluded in the system. Another goal of cultural diversity is that every culture has certain unique strengths, as well as weaknesses that it cannot effectively address certain societal issues independently. Thus, other cultures are needed to bridge the gaps (Kollehlon and Eule, 2003). In the essence, what one culture lacks is compensated by the strength of the other. Response to Question 3In the context of business and education, the value of diversity is can still be explained based on the objectives of cultural diversity.... In the essence, what one culture lacks is compensated by the strength of the other. Response to Question 3 In the context of business and education, the value of diversity is can still be explained based on the objectives of cultural diversity. As earlier mentioned, one of the goals is that cultural diversity fosters harmony and inclusivity. These are assured by the fact that all the cultural groups will feel they are treated fairly (Sowell, 2004). Thus, they will also feel included in the education system, as well as businesses. In this regard, cultural diversity is a depiction of social responsibility, as well as ethics. Another goal of cultural diversity is that every culture has certain unique strengths, as well as weaknesses that it cannot effectively address certain societal issues independently. Thus, other cultures are needed to bridge the gaps. What one culture lacks is compensated by the strength of the other. Different cultures have different ideas and skills that could be integrated to enable institutions and businesses reach great heights of success such as through innovativeness. Response to Question 4 Affirmative action is aimed at addressing various disparities, including those that touch on social differences, economic development and political representation, with respect to various cultural groups. The disparities have various dimensions such as education achievements and social equality. In some cases, affirmative action can be simple considered to address various elements that are attributed as the legacies of past racism and colonial injustices (Kollehlon Eule, 2003). Response to 4A It is worth noting that affirmative action is founded on the notion that economic, political and social systems are not adequately fair and

The use of structure and agency and its effect on Globalization Essay

The use of structure and agency and its effect on Globalization - Essay Example This paper aims at relating the discussion on structure and agency with that of globalization, in order to comprehend this complex process in a more logical way. Greater emphasis is placed on the contribution of ideas in the dynamic relationship between agents and the environment in which they exist. Sociologists have spent two centuries on the issue of structure and agency. Yet they have gone no further than Marx's true statement "men make history, but not in circumstances of their own choosing". One of the main issues in sociology has always centered around the debate of the effect of individualism and holism on human thought and endeavors. Agency refers to the capability of individuals to act independently and to make their own free choices. Structure refers to those factors such as social class, religion, gender, ethnicity, customs, etc. which seem to confine or regulate the possibilities that individuals have. The debate over whether social structures determine individual behavior or do individuals themselves play a role in defining their own destiny has lead to much befuddlement. A strategic-relational approach as developed by Hay (2001) will be adopted in this paper to answer some of the questions raised by the relationship between structure and agency in opposition to much of the existing literature on this subject matter. This approach suggests that the distinction between structure and agency is strictly analytical. Over time it has been argued by many noted sociologists that structures exist before agents; however the view developed in this paper is that structures can only be said to exist by merit of their intermediation of human conduct - structures comprise both the medium and condition of human agency. In essence neither agents nor structures are real, since neither has an existence in isolation from the other - their existence is relational and truly based on sound reasoning. Structure and agency are the flip sides of the same coin. Structure and agency, although analytically dissociable, are essentially entirely intertwined. Agents are conceived as witting, reflexive and strategic. They act purposefully in an effort to realize their aims and preferences. However, they may also act intuitively or out of habit. Even so, when acting habitually they are assumed to be able to deliver their aims and their motivations explicitly. They are presumed to make all their decisions based on the immediate and long-term consequences of their actions, whether intuitively or more intentionally. Though actors are conceptualized as intentional and strategic, their preferences are not assumed to be fixated nor are their preferences solely based on the circumstances in which they find themselves. Different actors in similar physical settings and circumstances will opt for different interests and preferences, just as the same actors will review, revise and reform their perceived interests and preferences over time as the circumstances and situation changes. This may lead one to think that the context or circumstances in which the actors find themselves is irrelevant. However this is far from truth. The key to the tie-up between structure

Eastern Orthodox Christianity And Roman Catholic Christianity Religion Essay

Eastern Orthodox Christianity And Roman Catholic Christianity Religion Essay Until 1054 AD Eastern Orthodoxy and Roman Catholicism were branches of the same body the One, Holy, Catholic and Apostolic Church. This date marks an important moment in the history of all Christian denominations. It designates the very first major division in Christianity and the beginning of denominations. Disagreement between these two branches of Christendom had long existed, but the gap between the Roman and Eastern churches increased throughout the first millennium. In 1054 AD, a formal split occurred when Pope Leo IX, leader of the Roman branch, excommunicated the Patriarch of Constantinople, Michael Cerularius. He was the leader of the Eastern branch. Michael Cerularius, in return, condemned the Pope in mutual excommunication. Two primary disputes at the time were Romes claim to a universal papal supremacy and the adding of the filioque to the Nicene Creed. To the present date, the Eastern and Western churches remain divided and separate. However, in 1965, Pope Paul VI and Patriarch Athenagoras agreed to formally remove the mutual excommunication of 1054. Religious Differences 3 The Difference between Eastern Orthodox Christianity and Roman Catholic Christianity The Pope The main difference between Eastern Orthodox and Roman Catholic Christianity has to do with the recognition of the Pope. Roman Catholics recognize the Pope as infallible. The Pope has supreme authority over all churches, and he can usurp the power of a lower ranking church leader, such as a priest, bishop, or cardinal (OConner, 1997). The Eastern Orthodox also has various bishops with one being the highest bishop, called the first among equals, but the Eastern Orthodox Church does not believe the highest ranking bishop, or archbishop, to be infallible, nor do they grant him with supreme authority over all churches (Collins Price, 1999). Purgatory Another main difference is in the teaching of Purgatory. According to Roman Catholic theology, those souls destined for heaven must endure a state of purification. They must be cleansed of sins committed on earth. The rest go to hell for eternal punishment. Also from a form of merits or extra grace accumulated by the virtue of Christ, the Virgin Mary, and the saints, indulgencies may be granted. The grace is applied to those in purgatory in order to shorten their time there (OConner, 1997). Eastern Orthodoxy teaches that after the soul leaves the body, it journeys to the abode of the dead (Hades). The soul will remain in this condition of waiting. Because some have a prevision of the glory to come and others a foretaste of their suffering, the state of waiting is called Particular Judgment. When Christ returns, the soul rejoins its risen body to be judged by Him, and the good and faithful servant will inherit life. The unfaithful will spend eternity in hell. Their sins and their unbelief will torture them as fire (Chadwick, 1995). Religious Differences 4 Doctrinal Development In reference to Doctrine, in order to justify new doctrine, Roman Catholicism developed the theory of Doctrinal Development. Roman Catholicism presents this theology as growing in stages to higher and more clearly defined levels of knowledge. It teaches the idea that Christ gave us an original deposit of faith, and a seed which grows and matures over the centuries. They believe that tradition is just as important as the Bible (OConner, 1997). Eastern Orthodoxy does not endorse the view that the teachings of Christ have changed from time to time. They believe that Christianity has remained unaltered from the moment that the Lord delivered the Faith to the Apostles (Mat.28:18-20). Eastern Orthodox of the twenty first century believes precisely what was believed in the first century. Nicene Creed A major disagreement between Eastern Orthodoxy and Roman Catholicism centers around the adding of the filioque to the Nicene Creed. This particular conflict is also known as the Filioque Controversy. In Latin, this word means and from the Son. It had been inserted into the Nicene Creed, changing the phrase pertaining to the origin of the Holy Spirit from who proceeds from the Father to who proceeds from the Father and the Son (Collins Price, 1997, p. 27). Roman Catholicism made this change on the authority of the Pope. Eastern Orthodoxy believed this spurned the Apostolic Tradition which always taught that God the Father is the single Source of the Son and the Spirit (Collins Price, 1997). Conclusion There are many other differences between Eastern Orthodoxy and Roman Catholicism. There are differences in how faith is taught, the essence of God, the work of Christ, the Holy Canons, the mysteries, the nature of man, and the Virgin Mary. One more would be the icons of Orthodox worship, and the statues of Catholic worship. It should also be noted that while there are many differences between Eastern Orthodoxy Religious Differences 5 and Roman Catholicism, there are also many similarities between Eastern Orthodoxy and Roman Catholicism that should be studied as well. Religious Differences 6

D.H. Lawrences The Rocking-Horse Winner Essay -- D.H. Lawrence Rockin

D.H. Lawrence's The Rocking-Horse Winner 'The Rocking-Horse Winner' by D.H. Lawrence is a shockingly disturbing tale of materialism, wealth, and a mother's absent affection for her children. The family in the story is constantly lured by the sweet temptation of sin. Although the story doesn't directly speak about religion, it is obvious that the family is Christian from the references to Christmas (481) and to God (482). In this story, Lawrence depicts several of the most devious sins of mankind according to religious, particularly Christian, doctrine: greed, sexual deviance, and gambling. The theme of sin is subtly interwoven throughout the short tale by the representations and portrayals of these acts, and Lawrence also makes it clear that all of these transgressions inevitably end in devastation. The story opens with a description of the mother, Hester, a woman who ?knew that at the center of her heart was a hard little place that could not feel love, no, not for anybody? (481), not even for her son, Paul, or her two daughters. The most pressing predicament for the family, however, is not Hester?s indifference but ?the grinding sense of the shortage of money? (481), despite the palpable clues that the family is in fact quite wealthy. This problem is so intense that the house itself ?came to be haunted by the unspoken phrase: There must be more money! There must be more money!? (481). The house and its sinister, ever-present whispering serves to represent the sin of greed, or ?an excessive desire to acquire or possess more that what one needs or deserves? (dictionary.com). The nature of greed seems to be that the more one has, the more one wants, and in the case of ?The Rocking-Horse Winn... ...at God is in objection to the various sins portrayed in ?The Rocking-Horse Winner?, but is Lawrence? This story can be interpreted as a sort of warning to potential sinners, of the dangers that await them if they fail to resist such indulgences. Nevertheless, Lawrence is realistic enough to acknowledge the difficulties of such restraint, and admits within the story that sin can often be unstoppable, and can reach even the most devout of worshipers. ?The Rocking-Horse Winner? is a strong message about the nature of greed, the evils of self-gratification, and the dangers of gambling: all three are sinful acts that lead to devastating consequences, such as madness, ruin, and in this most extreme of cases, death. Works Cited: Lawrence, D.H. ?The Rocking-Horse Winner? A Pocketful of Prose: Vintage Short Fiction. E.D. David Madden. Boston: Heinle, 1992. 1-13.

What can you learn from source A about Chamberlain’s policy towards Germany?

Source A tells me that Chamberlain did not want to go to war with Germany because he thought Germany was a power to be reckoned with, especially since she had Italy's support. He feared that if it came to war Italy could take advantage of its position in the Mediterranean to attack British territory there (such as Gibraltar) and more importantly stop British shipping to and from her empire, which was very important to Britain. It also shows that Chamberlain thought that if it came to war, Hitler could hurt France where she was weakest. Because the source is an unofficial, private document it can accurately show us Chamberlain's opinion, and though it gives us a good idea of his intent, it does not properly show us his official policy. The source shows that Chamberlain did not think Britain's armaments were strong enough to stand against Germany's, and that therefore they must buy time to build up arms, just in case. It also tells me that Chamberlain felt that the dictators could still be reasoned with and were not devoid of any honour or reasonableness, and that he still held some hope of coming to an agreement to suit everybody. He thought that if he appeased Hitler and Mussolini by helping to fix their grievances, they would be happy and the peace of Europe would be assured. 2) Study A and B. In what ways does source B add to your understanding of Chamberlain's foreign policy? (6) Source B shows me that Chamberlain genuinely believed that even if Britain and France did act, nothing could save Czechoslovakia from being taken over by the Germans if they wanted to do it. He knew that Czechoslovakia was hemmed in on 3 sides by Germany and believed that Germany had every tactical and military advantage around Czechoslovakia, and Russia could not help either because she was too far away. Source B supports source A in that Source B shows me that Chamberlain still thought that Germany was too strong for Britain and France to take on, and that to protect Czechoslovakia would be tantamount to declaring out-and-out war on Germany, which he was strongly against because he thought that Britain had no chance of an easy and quick victory. The source shares with source A the idea that Chamberlain was unwilling to risk going hastily into a war against a major power, which would cost British money and lives and if, as he thought, Britain was not ready, it could mean a repeat of the extended conflict of the first world war, which everyone was keen to avoid. Chamberlain makes it clear in his diary (source B) that he did not think that it was all worth it over one small country that he thought could probably not be saved anyway. Source B like source A is private and unofficial and therefore shows just what Chamberlain is really thinking, more so than A because it is his diary, presumably intended at the time only for him. 3) Study C and D. In what ways does the evidence of these sources help you to understand Chamberlain's attitude towards Hitler? (10) The author of Source C was a British ambassador and Chamberlain's main source of information in Germany, and as such Chamberlain must have trusted his views as a high-ranking British dignitary who had been living in Germany probably some time. However, it is possible that Henderson had come around to the German point of view from living there so long and is writing his own opinion, which is biased, as is apparent from his comment in C about how he dislikes the Czechs. If he really had come round to the German point of view, then it is possible that he felt for Germany and like many Germans, considered that Hitler could ‘make Germany great again'. If this were true, it would mean either that Henderson actually believed that Hitler was reasonable, or that he deliberately misled Chamberlain about Hitler's intent. Alternatively, officials he had spoken to in the German government may simply have misled Henderson. The Germans knew that he was Britain's main source of information and they may have decided to use him to convince Chamberlain that Germany was stronger than she was and that Hitler was open to options other than going to war, thus encouraging him to put off war by appeasement. In source C Henderson leads Chamberlain to believe that Hitler does not really wish to go to war if he has to, as war would help the opponents of Hitler and Nazism, but it would be disastrous for Germany. He implies that Hitler is reasonable and open to negotiation. If Henderson had not been corrupted by Hitler, then source C contains Henderson's genuine idea of what Hitler must have been thinking, but as it turned out, his assessment of the situation was wrong. Henderson's reports, whether genuinely what he thought or not, must have influenced Chamberlain to think that Hitler was a reasonable man who did not want war any more than Chamberlain himself. This would have simply built upon the view Chamberlain already had that Hitler had some sense of honour. Chamberlain was from a business background in Birmingham and must have found it hard to believe that the leader of a nation could be so duplicitous as Hitler eventually revealed himself to be. Source D shows us this exact trust Chamberlain had in Hitler – even though he did not like the look of him, Chamberlain still had faith that Hitler's word meant something and that Hitler's policies were only directed towards uniting all the German speaking peoples, not just getting all the territory he could. Because Chamberlain believed what he said in source D, and believed Hitler when he said he would be satisfied with the Sudetenland and not ask any more territory in Europe, he convinced France and Czechoslovakia to submit to the German occupation of the Sudetenland. ) Study E, F, G and H. What can you work out from these sources about: i) The demands made by Hitler (6) The very fact that Britain and France were willing to agree to Hitler's demands at all shows that his first demands (Czechoslovakia handing over to Germany the parts of the Sudetenland comprised of over 50% Germans) were not perceived by the governments of Britain and France to be altogether too much to ask, and that they believed that he was genuine in his insistence that it was all he would take from Europe. The fact that they were so eager for a reply to the statement in source E and were so ready to give up Czechoslovakia to Germany shows how insistent Hitler was that he got his way. This is corroborated by the fact that Germany put a lot of pressure on Czechoslovakia to agree to Hitler's demands; this could be the â€Å"unheard of pressure† of source F. Chamberlain was so convinced that giving in to Hitler's demands was the way to peace that Britain and France even refused to support Czechoslovakia at all if she didn't capitulate completely in the matter of the Sudetenland. However, source G shows us that Hitler was not to be trusted and as soon as Chamberlain had got Czechoslovakia and France to agree, he changed his demands to more unreasonable ones, which Hitler hoped would ultimately insure the disintegration of Czechoslovakia, by taking large amounts of land from her. These demands were completely unreasonable, even for the peacemaker Chamberlain, and only when Britain and France threatened to go to war did Hitler reduce his demands a little, although his demands mentioned in source G are so unreasonable it could almost be said he was deliberately aiming high so when he was forced to compromise he would get the better deal. Source H shows that Hitler could feel confident about making these demands as Chamberlain was still set upon peace despite all he had seen Hitler capable of. Chamberlain makes clear in this speech that he thinks all Hitler is after is Czechoslovakia and that Britain will not go to war just to protect one small country. ii) Relations between Britain and Czechoslovakia in September 1938? (6) When Hitler made his first demands of Chamberlain, Chamberlain agreed and then informed Czechoslovakia (source E), even though it would severely weaken Czechoslovakia (a state that Britain had helped to set up). Britain and France practically forced her to agree to Hitler's demands, going so far as to refuse to support her if she did not. The Czechoslovak government was not even consulted in the future of its own country, which as source F shows was hurtful to the Czechs. Czechoslovakia could not even defend herself from her enemy because she had been let down by her friends. Czechoslovakia must have felt pressured into agreeing and very disillusioned with and even betrayed by France, its so-called ally; and Britain, France's ally and one of the upholders of the Treaty of Versailles. As source G shows, when Hitler came up with his next outrageous demands, Czechoslovakia balked and refused point blank to agree, and the feelings of the Czechoslovak government are expressed to the British government in source G in no uncertain terms. Czechoslovakia may have had some hope in Britain's support when she promised to support France in a war against Germany, although this soon faded after the Munich agreement. Source H shows that Chamberlain was still trying to uphold peace despite Hitler's continually changing demands, and evidently still thought that it was worth sacrificing Czechoslovakia on the altar of peace. ) Study I, J and K. â€Å"The Munich agreement was very popular in Britain†. Use the evidence of the sources, and your own knowledge, to explain whether you agree with this view. (8) I agree with this view to a point. The Munich agreement was certainly popular with many people, especially the generations who had been through the Great War. They knew what it was to fight in terrible conditions or to lose a loved one in the war. The First World War was called ‘the war to end all wars' and nobody wanted to go through it all again. This view is supported by source I, which is from a quality paper and written by the editor, who is presumably an educated person who knows what they're talking about. The bad memories of the previous war would put the public in favour of avoiding another war if it could be possibly helped, so the peacemaking Chamberlain with his slogan from Benjamin Disraeli: ‘Peace in our time' was well received by many. The Munich agreement, which guaranteed that Germany and Britain would not go to war in the future, seemed to sort out everyone's worries. Source J shows a crowd outside 10, Downing Street, who look like they are there to support Chamberlain. However this is not really indicative of the agreement's popularity as photographs can be deceptive, and Downing Street is not actually that wide a street so the crowd appears bigger than it is. Most of the generation who were making the decisions for Britain (the politicians and diplomats) had experienced the war and this may have influenced them and their decisions in favour of appeasement and the Munich agreement. The government also feared that if war broke out, thousands of civilians could be killed by bombing raids. Also the British army was not strong enough to handle another big war at that time. People like the author of source I did not want to involve Britain in European affairs again, as they thought it was nothing to do with Britain. Many, like Henderson in source K, felt that Chamberlain had done something special in making Hitler agree to peace and so supported the Munich agreement because they thought it was a great feat of negotiation and diplomacy on Chamberlain's part. Source K shows that at least one person thought that what Chamberlain did was the only option in the circumstances. Many British people felt sorry for the Germans because the Treaty of Versailles was so harsh and felt that they had been unfairly treated. Many could sympathise with the desire to bring the German-speaking people together. People did not even disagree wholly with Germany claiming the Sudetenland, as it was thought of as practically a part of Germany anyway – both geographically and culturally. However, being in favour of the Munich agreement was far from universal and it had many critics. They thought that Germany was being allowed to become too powerful, breaking treaty after treaty and getting away with it. They thought Germany would not stop at just Czechoslovakia, and she would eventually become a power strong enough to threaten the British Empire. Winston Churchill was one of the critics of the Munich agreement and appeasement in general. 6) Study all the sources. The writer of source K believed that war was only avoided in 1938 because of the courage of Chamberlain. Use the sources and your own knowledge to explain whether you agree with this view. (10) I agree with this view to the point that I would say the fact that war was avoided in 1938 was mostly because of Chamberlain. It was Chamberlain's insistency on trying to appease the dictators at all costs that brought the Munich agreement about. It was Chamberlain who convinced France to support him in encouraging Czechoslovakia to agree to Hitler's demands (as in source C), and eventually almost forcing them into it by refusing to support Czechoslovakia at all should it come to fighting. Although Chamberlain says in source D to his sister that he thinks Hitler is to be trusted, and I think he means what he says because it is a personal, private letter, by the time of the Munich agreement he must have had some idea of what Hitler was like as he had broken his word and gone back on their agreement of the 15th of September only days before, which as source G shows was very damaging and humiliating to the Czechs. Yet still he went ahead and in effect signed Czechoslovakia over to the Germans without even inviting the Czechs to join the conference. Either this is the move of a very stupid and naive man in still believing that Hitler would not make further attempts to get territory for Germany, or Chamberlain was taking a calculated risk to give Britain more time to protect herself from Germany, not caring about Czechoslovakia. As source B shows, Chamberlain was not willing to take the risk of going to war in 1938 just to protect one small country. Source A shows us that as early as January 1938 Chamberlain was thinking about building up British armaments. I think that the lack of war in1938 was due to Chamberlain although I would not call it courage. He made the agreement because he was convinced that the British public wanted peace more than anything (source J shows that at least some of them did). He was afraid of what another war would do to Britain if she were not ready, especially since the Spanish civil war in which the German Condor Legion decimated the Basque town of Guernica. Chamberlain was excessively afraid of German air strength as he was unfamiliar with the effects of bombing and feared that London could become another Guernica, with hundreds of thousands of casualties. It was thought that the entire German Luftwaffe would head for Britain as soon as war broke out and people greatly overestimated its size and strength. However optimistic Chamberlain chose to be, he must have known that if Britain continued to get involved in Europe's affairs then sooner or later she would have to fight Germany. Although war was avoided in 1938 it was not avoided altogether and if anything it convinced Hitler that Britain was soft and irresolute and would do nothing by force to stop his further conquest of Europe. This meant that he persevered in his plans to expand Germany without worrying about Britain.

3 Examples of Slang in Journalistic Content

3 Examples of Slang in Journalistic Content 3 Examples of Slang in Journalistic Content 3 Examples of Slang in Journalistic Content By Mark Nichol There is always a tension in language usage about achieving a balance between sesquipedalian obfuscation and, um, like, you know, overly casual language. Ultimately, clarity on the writer’s part and fluency on the part of the readership are the key criteria for whether content succeeds in communicating ideas, knowledge, and information, and writers can be flexible about linguistic register based on context. However, it can be unsettling for older readers and those for whom English is not their first language when they read journalistic content online; there is a trend among some news outlets to make content both more accessible and more potent by using slang. Note the following examples, all of which involve vivid verbs: 1. The twenty-year veteran anchor of Today was abruptly canned. Canned, slang for â€Å"discharged from employment† (perhaps from the analogy of putting the terminated employee in a garbage can), can also, in the form can, mean â€Å"score,† as when a scoring attempt in basketball or golf is successful (from comparison of the basket or hole to a can), or â€Å"put a stop to,† as in the dated command â€Å"Can the chatter† (â€Å"Stop talking†), from the notion of containing one’s speech in a can. (As an adjective, canned means â€Å"lacking originality† or â€Å"prepared in advance,† with the notion that a canned speech or canned music, for example, was retrieved ready-made from a can.) 2. The motocross rider must soar over the train and then stick a landing on the hillside across the tracks. Stick, originally employed in reference to executing a flawless landing in a gymnastics competition,  apparently comes from the comparison of the gymnast’s contact with the floor with piercing or stabbing something. Stick may also refer to tricking someone into paying a bill, or overcharging someone, or to baffling or cheating someone, as well as to remaining in place or being halted. 3. They decided to spike the draft when the agency released its guidance in 2014. Similarly, here, spike alludes to the previous practice in clerical routines of impaling a document on a spike when done with it; the term also refers to submitted content that is rejected for publication or to blocking or suppressing information. As a noun, spike is used informally to refer to a sudden sharp increase, as in temperature or power consumption, or prices or rates; this usage is based on the shape of marks made on a graph to represent such a change. In verb form, spike might also pertain to a stimulant added to a substance, or to an analogous figurative addition (as in spiking a speech with jokes). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:12 Types of LanguageThe Many Forms of the Verb TO BEShow, Don't Tell

Marketing Mix of Ecstasy Essay Example

Marketing Mix of Ecstasy Essay Example Marketing Mix of Ecstasy Paper Marketing Mix of Ecstasy Paper INTRODUCTION This is a report about the marketing 7ps issues of one of the leading fashion houses of Bangladesh, Ecstasy Fashion. This company is very famous for its superb quality men’s wear. Quality is the first priority of Ecstasy Fashion. From the begging to the end of this report, we have sort out how a company can be successful by performing 7ps marketing activity from the very beginning. HISTORY OF CATS EYE Ecstasy Fashion Accessories, Inc. started its operations in 1983, exporting fashion jewellery and accessories. With a solid background of 20 years in the field of fashion jewellery manufacturing, the company with 50 employees and 82 subcontractors is looking forward to a steady growth; especially in the European markets. Well the small company Ecstasy Fashion started its business with one outlet only. Now they have around thirty one branches in the major cities of Bangladesh such as Dhaka, Chittagong, Sylhet, Khulna etc. In this way the journey of Ecstasy Fashion started and now they are one of the highly appreciable, profitable RMG Company of Bangladesh. Ecstasy Fashion is very conscious about its reputation status thus we can see the reflection of status in its highly interior showrooms with highly trained salespeople. Their focus is to satisfy their customer and their target market actually covers different age groups especially from teen age to onwards. MISSION VISION OF ECSTASY FASHION The mission statement of Ecstasy Fashion is â€Å"To be the most popular and trusted Men’s wear Brand manufacturer and retailer of the country. † Goals and Objectives of Ecstasy Fashion are: From the inception the goal is to create a style statement that suits the discerning individual, while keeping a stringent eye on quality yet being affordable. The unique styles are created based on years of experience and keeping up with global trends that have placed our brands as the leaders in the market. Moreover we want internationally recognition. That’s why we are working hard to meet the quality standard of the international market. We are focused on high productivity, team orientation creativity. MARKETING MIX OF Ecstasy Fashion Marketing mix is the full combination of 7P’s (Product, Place, Price, Promotion, People, Process, Physical environment). Ecstasy Fashion does all the activities (manufacturing, sales, and distribution) by themselves. Here is the marketing mix of Ecstasy Fashion: 1. Product In marketing, a product is anything that can be offered to a market that might satisfy a want or need. In retailing, products are called merchandise. Ecstasy Fashion produces different types of products for men. They have their own production house in Narayanganj. They have no distributor or retailer. They don’t sell in wholesale. What they do is that after production, directly by their own transportation vehicle they send their products to their showrooms. Because of no supply chain, they can keep their products price reasonable. Another important thing is that they don’t store inventory. Ecstasy Fashion purchases their product material from China, Malaysia Bangkok mostly. They also use Bangladeshi materials for production. Product Categories: ? Shirts ? T-Shirts ? Blazers ? Polo T-Shirts ? Belts ? Trousers ? Ties ? Jeans ? Seasonal Dresses (Winter Collection, Summer Collection etc. ) 2. Price The sum or amount of money at which a thing is valued, or the value which a seller sets on his goods in market; that for which something is bought or sold, or offered for sale; equivalent in money or other means of exchange; current value or rate paid or demanded in market or in barter; cost. It is the motto of Ecstasy Fashion to increase its market growth as possible while protecting the captured market share. Ecstasy Fashion believes that customer loyalty is needed to remain profitable. Ecstasy Fashion sets their price considering their mark-up price, perceived value price by the customers competition based price. They always charge effective pricing to beat their competitors. They have different price level to meet the need of different income people. Price ranges: |Shirts |550-1400 TK. |Trousers |850-1400 TK | |Blazers |4000-6500 TK | |Belts |450-1000 TK | |Ties |400-950 TK | |T-Shirts |250-800 TK | |Jeans |850-1500 TK | |Seasonal Dresses |Not Fixed | 3. Place Any portion of space regarded as measured off or distinct from all other space, or appropriated to some definite object or use; position; ground; site; spot; rarely, unbounded space. Ecstasy Fashion has Thirty one outlets n Dhaka, Chittagong, Sylhet to sell their products. They are planning to establish more ou tlets so that customers can easily buy their products from convenient location. 4. Promotion Promotion is communicating with the public in an attempt to influence them toward buying your products and/or services. Ecstasy Fashion does its promotional activity by using billboards, magazines and newspapers to reveal their ads. Especially this year they are arranging special discounts for their customers and own composed CD’s for their customer’s conveniences so that customers can know in details about their organization. They believe discount is an effective method to create customer interest. Other promotional activities they perform are sponsoring fashion shows, free t-shirt campaign etc. 5. People Ecstasy Fashion using good and well stuff. They are providing good salary and taking well skill stuff for good service. They also trained them to how to interact with customer? Ecstasy has sixty seven employees in showroom and behind the showroom fifty people like transportation etc. 6. Process In Ecstasy there process is well then others. Ecstasy process system fast like when customer in showroom they are always ready to provide the service quickly. When customer needs to change the size they collect from stock. Everything is in display. Sold cloths not refund. Trail room here checks the cloth for customer. 7. Physical Environment Where is the service being delivered? Showroom is well decorated in Ecstasy Fashion. Here customer can get cloths and other using product easily. They always using well smell spray in there showroom for attracting the customer. They have also changing room well. Recommendations 1. Ecstasy has good quality in there cloths but here is little higher price then others. It may be the burden for their potential or actual customer. So they should profit there margin and not in quality and also think about their higher price 2. They open showroom now in three divisions. They should cover others divisions. 3. Ecstasy complaining system is not good. Sometime there product may be failed in provide customer satisfaction. They should think about it. 4. Ecstasy provides all the new collection news in internet. That’s why few people miss the collection. They should use newspaper and billboard for giving more information about there collection. Conclusion In report we focused the 7ps marketing of Ecstasy Fashion ltd. This report is only based on marketing mixed. All data Collected from Internet and that are very recent. The study group tried our best to complete this report. BIBLIOGRAPHY www. ecstacyfashion. com www. lifestyle. com [pic]

Week 1 Speech or Presentation Example | Topics and Well Written Essays - 500 words

Week 1 - Speech or Presentation Example For decreasing, note that there are important points to be considered such as the digit 9 can only be placed in the units position and that the digit 0 can be used but only placed in the thousands position. In this method used, the tens place is used as reference: To proceed, we note how many digits can be placed in the units place considering the digit in the tens place. Here we are restricted to the digits 1,2,3,4,5 and 6 since the digit 7,8,9 will compromise the whole restriction of increasing order when use in the units position: Grouping the alphabets by 3 in succession such as ABC,BCD,EFG and limiting it with three distinct initials and alphabetical in order means that we can end only on the combination XYZ. Hence, on the 26 alphabets, only 24 combinations can be used given the restriction. Since the indicator → indicates that the truth value can only be false (=0) when the statement on the left side [[(p ∠§ q)→r] ∠§ ï ¿ ¢q ∠§ (p→ï ¿ ¢r)] is true (1), there was no need to investigate those with values =0. Since the indicator → indicates that the truth value can only be false (=0) when the statement on the left side [[p ∠¨ (q ∠¨ r)] ∠§ ï ¿ ¢q] is true (1), there was no need to investigate those with values =0. From the resulting Venn Diagram, one can verify that 60 automobiles have defective plates and 20 have both defects thus satisfying the given. 2000 – 1920 – 60 = 20 which is the number of automobiles which has defective terminals only. Therefore, the number of automobiles with defective batteries is 20 + 20 =

Muslim Sunni Mosque Essay Example | Topics and Well Written Essays - 500 words

Muslim Sunni Mosque - Essay Example I had been told by my Sunni acquaintances that this was the oldest and the grandest Muslim Sunni Mosque in California. It had been built in 1984 through a trust fund which a Saudi Arabian woman had set up in 1977 for this specific purpose. When visiting her children who were studying in LA, she discovered that there was no mosque in the area, where Sunnis could pray and congregate. Therefore, she decided to donate the money required to establish a mosque which would act as a place of prayer, a center for religious instruction and advise and a social and cultural community center for Sunnis. As I approached the mosque, one of the very first things which struck me was its grandness. Surrounded by iron gates and located in the center of a rather large piece of land, the mosque was quite imposing. Nevertheless, it did not attract my attention because it was, in any way, different from Shia architecture or more impressive than Shia mosques but because this was LA. Upon entering the mosque, I felt a sense of familiarity, meaning that I felt that I was entering a Muslim place of worship and not a Sunni one which was foreign to me as a Shi'ite. As it was just half an hour before the call for the Friday noon prayers, most of the Muslims were in the washrooms performing the ritual cleansing, woodu. Here I noticed a difference.

Nursing Essay Example | Topics and Well Written Essays - 1000 words - 4

Nursing - Essay Example This will ensure that that person understands what the institution like and hospital believes in and stand for. If everyone understand what is expected of him or her, it is very easy while in the course of business because it will just be about reminding them. Health institutions offering nursing services must give priority to its own staff by letting them understand where the institution is leading. A people without direction have no motivation at all. The vision gives a direction and objective as well as clearly outlined plans of how to achieve the set goals. Engaging staff while formulating these goals is very important for it encourages them to have a sense of ownership of the institution. This makes them see that they also have the power to make a contribution in making contribution towards success of their own institution. Workers may be having great ideas that can turn around the state of health. Nurses always have better solutions to solve their own problems but the management teams always think that it can solve all the problems of the people. Another wonderful strategy is allowing workers to form their own unions, which can help them air their views. When one is employed, the needs increases with time with the focus shifting from only salary to other needs in an order called hierarchy of needs. Every institution should ensure that nurses are given the freedom to form their own associations so that their opinions may be heard equally as for the executive team. While making critical decisions that affects the lives of all the staff, it is crucial to consult the staff through their unions and

Plato and Aristotle Essay Example for Free

Plato and Aristotle Essay Plato and Aristotle were two philosophers who made an impact on philosophy as we know it as today. Plato is thought of as the first political philosopher and Aristotle as the first metaphysical philosopher. They were both great intellectuals in regards to being the first of the great western philosophers. Plato and Aristotle each had ideas in how to better life by improving the societies in which they were part of during their lives. The views of Plato and Aristotle look different but they do have some similarities to them. Plato is mostly known for his Theory of Forms and Aristotle is known for his thoughts in universals. Even though they both thought a bit differently they did agree in a few things. Plato and Aristotle not only had an impact on society in the past but today’s society as well. Plato was a teacher to Aristotle and lived during the Peloponnesian War, which lead to the end of the Athenian democracy. He had eyewitness account of Socrates, his mentor, trial and execution. Unhappy with the political corruption that plagued the Athenian democratic government, he removed himself from politics. He strongly felt that neither a moral individual nor a state could be established in a democratic environment. Plato felt that the common man was not intelligent enough to deal with concepts that influence the state such as economics, policies and other relative matters. He thought of philosophers as being the most intelligent among men. He viewed political incumbents in the Athens government basically as bought individuals in office for the good of themselves and not society as a whole. Another danger was that extreme liberties given to the people in the democratic society could potentially lead an anarchy. Aristotle was a student of Plato’s and teacher of Alexander the Great. He created his own school in Athens. He thought of metaphysics to be the first philosophy, which was a large interest to him. Aristotle’s stated that forms were universal. According to Aristotle, notion of Essential properties makes something what it is, and accidental properties are the differences of that item. Aristotle believed the state and the individual are similar and democracy would be the better government. In Book VII of The Republic by Plato, Socrates describes the Allegory of the Cave. It is a metaphor to illustrate the effects of education on the human soul. It can also be understood as what is real and what is believed to be real in life. Eventhough Plato had his ideal city, the forms was really what people could connect with. There is so much one can take from his thoughts on the forms that could be applied to society today. Plato starts out comparing people that are uneducated to prisoners chained in a cave, unable to turn their head. All they can see is the wall of the cave in front of them. A fire behind them burns bright. Between the fire and the prisoners, there is an area for puppeteers to move around and hold up the puppets to cast shadows on the wall that is in front of the prisoners. This is what the prisoners see every single day. This is all they know; shadows, echoes, the smell of the fire, and darkness. They believe that that shadows are reality. One of the prisoners is allowed to go outside of the cave. Once they reach the outside of the cave, they are blinded by the light because they have not seen such. Once their eyes start to adjust, they start seeing shapes and objects around them. They see that the sun is what creates light and that the tall objects with leaves are trees. They are colorful with moving parts. They go back outside to tell the prisoners, but they are not believed. Those still inside of the cave thinks the person just came in from the outside ill because that is not what they see in the cave, they did not see the outside for themselves, so therefore, it does not exist. So now the person that just came in from the bright sun light cannot see very well in the darkness of the cave, their eyes have not adjusted to the darkness, and people think they are crazy. This is where this view fails for Aristotle because it is not realistic. Aristotle rejects Plato’s Theory of Forms, and makes the way for his realistic approach, which underlines observation first and abstract reasoning second. Being a student of Plato’s, I believe he was indebted to justify at lengths why he disagrees with doctrines of his teacher. He provided detailed arguments against many of Plato’s doctrines, a lot of his major works, focusing in particular on the Theory of Forms. In Aristotle’s critique he thinks this theory is essentially an assertion of the superiority of universals over particulars. Plato argues that particular instances of beauty or justice exists only because they participate in the universal Form of Beauty. Say a there are two objects, one is colorless and the other one is red. The colorless one goes where the red on is located. Since the colorless object and the red object are participating, they areboth red objects. They have a certain nurture and nature. However, Aristotle argues that universal concepts of beauty and justice derive from the instances of beauty and justice in this world. We only arrive at an idea of beauty by observing particular instances of beauty. This universal quality of beauty has no existence beyond this idea that we build from particular instances. He is staying that the particulars come first and the universals come after and therefor, Aristotle places emphasis on the importance of observing the details of this world. Which leads me to understand his thoughts on happiness a little more. With putting the weight on observing happiness can measured by a person’s life. Aristotle lays out in Book X in the Nicomachean Ethic’s, the continuation of his thoughts on pleasure, happiness and the end of life, and ethics and politics. His view on happiness and the end of human life really made me question his way of thinking. Aristotle suggests that happiness is the final end of life because nothing is greater than happiness or the good life and it goes against his universal theory. Aristotle proposes that happiness, or the good life, is taken to be a most final end. â€Å"We said, then, that happiness is not a characteristic, for in that case it could be present even to someone asleep thought his life, living the life of plants, and to someone undergoing the greatest misfortunes. † (Nicomachean Ethics, 1176a-1176b). The good life for humans is the life of choosing to life the life according to the virtues. â€Å"For we choose everything, so to speak, for the sake of something else-except happiness, for it is the end. † (Nicomachean Ethics, 1176b). Also, it seems that only humans can be happy because the happiness is an important nature of every individual human and it is unique to humans in that the function of humans is what distinguishes them from other kinds of things. Happiness is a self-sufficient activity desirable for its own sake. One seeks nothing from happiness beyond the actual experience or performance of it as an activity. Activities that are desirable in themselves are activities in conformity with virtue and indicates that the greatest happiness must be activity in conformity with the highest virtue. It is wrong to confuse happiness with various kinds of amusements involving bodily pleasures, as many people do. Such amusements are neither virtuous nor ends in themselves,but are merely relaxing diversions in which one occasionally engages for the sake of future activity. The greatest happiness is activity in conformity with the highest virtue is excellence. Intelligence is mans highest possession and the objects of intelligence are the highest objects within his grasp. It is clear that the life of contemplation and theoretical wisdom must be the greatest of human virtues and the highest form of happiness. The objects of the contemplative life are the unchangeable and eternal verities that underlie and govern the universe. From contemplation of these truths the soul derives a feeling of purity and stability. â€Å"Further, this active is most continuous, for we are more able to contemplate continuously than we are to do anything else whatever. † (Nicomachean Ethics, 1177a). Also, the wise person is able to contemplate by himself, the wiser he is the more adept he will be doing so. Contemplative happiness is not dependent on other men. It is the form of life in which human beings come most nearly to being divine, the life that harmonizes with intellect, and that life seems to be the happiest, according to Aristotle. There is another kind of happiness, based on moral virtue and practical wisdom, which is concerned with feelings that spring from mans bodily nature. It can be defined as the harmonious coordination of all parts of mans complete being. This kind of happiness is not as exalted as the contemplative, but it helps prepare us for the higher happiness and, since man is not all mind and reason, gives us something to fall back upon when we are unable to remain continuously at the higher level. â€Å"For if there is a certain care for human things on the part of gods, as in fact there is held to be, it would be also reasonable for gods to delight in what is best and most akin to them – this would be the intellect – and to benefit in return those who cherish this above all and honor it, on the grounds that these latter are caring for what is dear to gods as well as acting correctly and nobly. † (Nicomachean Ethics, 1179a). This person is the happiest and a wise person would be extremely happy. I believe this idea has some hints of Plato’s forms. The one person who went outside of the cave and saw it all was brought down by all the people in the cave that didn’t see the outside. Aristotle states that you cannot be happy with a lot of friends because they are not true friends. I believe those excess friendships would be a similar situation in the cave. They would not bring your happiness, only suffering. Aristotle and Plato have similaritiesin their city states as well. Plato gives a place to women, but Aristotle does not seem to care for women. When reading Plato, the texts are in Socrates’s voice. It makes it hard to connect what he is saying, especially in the Republic since it is a play. Also, one cannot tell if Socrates, Plato, is being serious or straightforward or if it’s Socrates’s thoughts or Plato’s. In Nicomachean Ethics, the text is Aristotle’s lecture notes and he is the author of them. While reading, it seems that Plato comes out and gives his opinion on matters, but Aristotle presents them, but does not come out and say what his thoughts are. Plato and Aristotle were two philosophers who made a huge impact on philosophy. They were both great western philosophers. Plato and Aristotle each had ideas in how to better life by improving the societies in which they were part of during their lives. Although they are thought to have completely different views, when laid out, their views have some similarities.

Soung And That Fury :: essays research papers

There are four Compson children, and four chapters in The Sound and the Fury. Each of the three previous chapters has been narrated by one of the Compson children; the only one left is Caddy. Since Caddy is in many ways the most important character in the book, it would be natural to expect Caddy to be the narrator of the fourth section. But instead, Caddy is cut out of the novel completely: this chapter is narrated by a third-person omniscient narrator, and the focus of the section, bewilderingly, is on Dilsey, the Compsons' Negro cook. The end of the novel, and the symbolic ending of the Compson clan, does not occur with a climactic bang, but rather with a kind of fizzling away into insignificance. Jason's loss of the seven thousand dollars--four of which did not belong to him (hence his claim to the sheriff that he had lost three thousand dollars)--and his subsequent, ineffectual chase of Miss Quentin and the man in the red tie are hardly exciting, moving, or tragic events. More important is Dilsey's simple, strong, protective presence, the only thing holding the Compson family together. Dilsey's simple piety enables her to love Benjy and feel unashamed when she takes him to church. Faulkner once called the Compsons "tragic" people and Dilsey a "good" person. This contrast sheds light on the roles of the characters throughout the novel. Dilsey is not obsessed with the passage of time, and is not overcome by the chaos of experience in the same way as the "tragic" characters. Rather, she simply endures through happiness and sadness with the same incorruptible faith and the same will to protect those she cares about. For just a split second at the end of the novel we are taken back into the mind of Benjy,

Religion in Public Schools Essay -- Prayer In Public Schools

Religious Rights in Public Schools "JESUS in the classroom!" Are you feeling uncomfortable yet? Religion in the public school systems is among the top of the list of controversial topics in American society, We've long been advised to avoid this and other religiously politically intertwined subjects in polite conversation. If you're like most Americans, this topic makes you frustrated, high strung, or at least a little queasy. From the day the 1st amendment right appeared in the U.S. Constitution, to this present day, and surely into our nation's tomorrows, the proper role of religion in public schools has been, is, and will continue to be a subject of great debate. It is important for school officials, parents, and students to have a clear understanding of the 1st amendment and how it affects their religious rights and the religious rights of others in a public school setting. Unfortunately, most people are confused or misguided when it comes to this issue. The purpose of this paper is to guide the reader throu gh a clear understanding of the 1st amendment; the impact it has had in education, the religious freedoms it grants to students, and the religious freedoms it grants (or doesn't grant) to teachers. The Constitution exists precisely so that opinions and judgments, including can be formed, tested, and expressed. These judgments are for the individual to make, not for the Government to decree even with the mandate or approval of a majority (Supreme Court Justice Anthony M. Kennedy, 1999). In knowing that, the 1st amendment states, "Congress shall make no law respecting an establishment of religion or prohibiting free exercise thereof…" As you can see there are two clauses in this part of the amendment. ... ... First Amendment Court Cases. Schenck v. United States (1919). Riley, R. (1998). Secretary's statement on religious expression. Retrieved November 15, 2001, from, the World Wide Web: http://www.ed.gov/Speeches/08-1995/religion.html Staver, Mathew. Teachers' Rights on Public School Campuses. Retrieved November 16, 2001, from the World Wide Web: http://www.lc.org/OldResources/teachers_rights_0900.html United States Supreme Court. (1993). Lamb's Chapel v. Center. Washington DC. Government Printing Office. United States Supreme Court. (1994). Mozert v. Hawkins County Board of Education, 827 F.2d 1058 (6th Cir. 1987). Washington DC; US Government Printing Office. United States Supreme Court. (1969). Tinker v. Des Moines School Districk, 393 U.S. 503, 89 S. Ct. 733, 21 L. Ed. 2d. 731. Washington DC; US Government Printing Office.

“Back to China”: the Reverse Brain Drain in China

â€Å"Back to China†: the Reverse Brain Drain in China Every autumn, American students are busy with applying for undergraduate or graduate schools, so are an increasing number of Chinese students. Chinese get to realize the significance of being transnational. â€Å"Transnational† means involving in many countries. Now, human capital, especially those who have international experience, is significant to the development of a country in the internationalized world. However, plenty of overseas students from developing country tend to stay abroad for a better future, which is a great loss of developing countries.But, recently, more and more Chinese students go back to China after they complete their study, which is a good news to China. Looking through this new trend, there are three main factors that may drive overseas scholars to come back to China: the growth of economy in China, the support from the government to overseas scholars, and the bond between overseas scholar s and home land. Reverse brain drain is a term of migration. The definition of this term is the phenomenon that talented people who once studied or worked in developed country go to a less developed country which is developing in high pace.Recently, this has been common in developing countries, such as India, Brazil, and China (Llana, Ford, Marquand, Pflanz, & Ibukun, 2012). Conversely, in the past, People’s Republic of China (PRC) was not as open as it is now. PRC even ceased the communication in education with other countries once because of the Chinese Culture Revolution which lasted from 1966 to 1976 (Liu, & Li, 2010). Not until 1978 when China renewed the policy of international academic communication did China send students to go abroad (Yao, 2004).As China’s policy became looser, â€Å"outgoing tide† and â€Å"incoming tide† appeared (Zhang, 1997). â€Å"Outgoing tide† is a description of the phenomenon that plenty of students go abroad and the â€Å"incoming tide† means those students go back. Since 1978, according to China statistical yearbook 2011, more than 632,000 Chinese, or 33 percent of those who studied abroad, have returned home and both the rate of increase of overseas Chinese students and the rate of increase of returning Chinese scholars have grown sharply in recent years. For instance, in 1989, 3,329 went abroad to study.In 1990, the number of students who went abroad even decreased to 2,950 , only 1,593 scholars went back to China. In contrast, the total of students who studied abroad in 2010 increased to 284,700. In the same year, 134,800 students return after their study in foreign country, up 24. 7 percent from 2009 (National Bureau of Statistics of China, 2011, 20-10). Statistics show that the reverse brain drain to China has already begun. In the past, the reason why the majority of overseas scholars chose staying abroad instead of returning was that they found there were obstacles blocking t heir way back to China.Those scholars were concerned about the factors linked with money, especially the living condition and career. Compared with working in China, it would be easier for scholars to have convenient places to live and earn relatively high salary when working abroad (Li, 1998). As for career, in China, when some young scholars applied for research funds, they were not able to get funded, which means they could only be assisted by institutions and companies abroad or study further overseas. Ruizhang Guan is one of the scholars who went abroad because of lack of fund.He did not have a Ph. D. at that time. He said, â€Å"It was difficult to get any funds without a Ph. D. , and without funding it was very hard to produce any results† (Yan, 1998, p. 59). Furthermore, Zweig, the chair professor of Social Science of the Hong Kong University of Science and Technology who is known for his research on Chinese politics and political economy, pointed out in his paper â⠂¬Å"Competing for talent† (2006) that the economy of China was in poor condition, most of the institutes and research centers did not have enough money to update the facilities.Then scholars believed that they could not develop further in their fields with the deficient equipment in Chinese institutes. To have promising future, these scholars were willing to develop their careers in developed countries. It is undoubtedly true that there were many factors motivating the migration of scholar in that period. However, two decades have passed, and the living and working environment in China has changed dramatically, owing to the development in economy. The growing economy has given China opportunities to improve Chinese people’s living condition.And now when scholars consider the question whether to stay abroad or to go back to homeland, better living condition there can make life abroad less attractive. To illustrate the changes in living condition, Engel's coefficient is o ne of the index numbers. Engel's coefficient means the proportion of spending on food in total spending. A decreasing Engel's coefficient shows the average income has increased and life is getting better for a population. According to China statistical yearbook 2011 (National Bureau of Statistics of China, 2011), Engel's coefficient there dropped from 54. in urban areas and 58. 8 in rural areas to 35. 7 and 41. 1 relatively (10-1). Also, the housing condition has been improved, for the rates of population with access to tap water and gas have increased to nearly 100% respectively and the per capita living space has been enlarged (National Bureau of Statistics of China, 2011, 10-1). Although the living condition in China is still not comparable to that in developed countries, it is much better than what it was 20 years ago, and this is acceptable to returnees.When compared with the rapid growth of China’s economy, the financial crisis in other parts of the world has disappoint ed overseas students recently, in terms of employment and advancement opportunities. In developed countries, scholars’ work and life seemed the same as before, and hardly can the pattern of life and work be changed. Whereas, China usually presented a better appearance to overseas scholars every time they came back to China (Liu & Li, 2010). Usually, opportunities appear in changes. Therefore, scholars believe there are better and more opportunities in their career in China.For example, in the report on October 21st, 2012, Sophie Tao, an ex-fund manager in New York who went back to China to promote her career further, states, â€Å"China is one of the few bright spots in the world economy† (Ford, 2012). In China, many academic fields have not been explored enough yet, and some are even virgin lands. For this reason, those returnees, equipped with the experience and knowledge gained from abroad, can lay foundations in their own field in China. The possibility of success attracts scholar to do research in China (Engardio, & Engardio, 2009).In fact, the 2008-2009 financial crisis tested the economic stability worldwide and the harm caused by the global economic crisis still affects the economics of the rich nations (Llana et al. , 2012). Moreover, it increased the unemployment rate of immigrants in developed countries and it became difficult for overseas students to find a job there. According to Stephen Castle, a Research Chair at the Department of Sociology and Social Policy at the University of Sydney, the unemployment rate for immigrants increased by 3. 4% in the European Union in 2008. And that rate in the USA has increased by 4. % (2012, p1847). Chinese students found out that it was difficult for them to find a suitable job overseas. Then, they started to think about whether the developed countries were their only choice of destination, or whether their homeland would be a feasible choice. And China did not disappoint them. China entered World Trade Organization (WTO) in 2001. And in 2002-2009 international companies have invested 683. 5 billion in China (Wang, 2012). The main method of their investment is to start their branch offices in China. Furthermore, China had to compete with other countries in the world.As a consequence, the â€Å"golden time† for overseas students to go back to China began (Ye, 2000, p. 20). Returnees believe that they can have their own contribution to the development of China. Ma Jianghe, who gained his doctorate of Law in the United States, chose to develop his career in China after the agreement on China’s accession to WTO was signed. He believed: â€Å"After China joins the WTO, I will have a big advantage in China’s law service market. My good understanding of Chinese and American laws will convince businessmen from both countries to trust me. † ( Ye, 2000, p. 1) As Ma said, the abilities that returnees possess are what a country or a company needs to succeed i n international competition. Their multi-cultural background, their communication skills and their ability of adaptation in their own field make them outstanding among employees. Besides the economic factors, in the past, another reason that would stop overseas scholars from returning was the strict control of scholars made by the government. Because of the control, the most violent issue happened in 4 June 1989. Students died, for their political status went against the government.Scholars were afraid of being deprived of freedom, both physically and politically (Zweig, 2006). They thought once they went back to China, they could never go abroad again and hardly could they communicate with international scholars. Considering of the life in future, many scholars refused to return home. Indeed, policies at that time were not open enough. Chinese government noticed that China was confronted with a serious problem that plenty of overseas talents chose to stay abroad. Only 20% of Chines e overseas scholars thought they might go back home according to Zweig’s survey which was done in 1993 (Zweig, 2006).Facing this obstacle, the authorities decided to support overseas scholars to come back to home and began to create friendly environment to welcome scholars. To encourage returning, the government has provides financial support to scholars through plenty of programs in recent 20 years. To illustrate how those programs work, the â€Å"thousand talents program† that was launched in 2008 is an appropriate example. The aim of this plan is to lure overseas scholars to go back to China and help their homeland to â€Å"raise its global competitiveness† and become â€Å"an innovative society† (Ford, 2012, para. 0). The Chinese government launched it to bring top scientists and high-tech entrepreneurs back home in the next five to 10 years. In this plan, the government is going to grant 1 million Yuan (about $146,000) per person as salary and resear ch fund. Then the government offers them insurance, housing and pensions, too. Thanks to this plan, over 2000 experts in varied field have gone back to China to start a new career during the last three years(Zhang, 2012,para. 1).The financial supports make the returnees’ road back to China easier. Not only the central government but also the local government attempts to attract overseas scholars. â€Å"Enterprise incubators† have been set up to offer opportunity to returnees to start their own business since 1994 (Zweig, 2006, & Liu, & Li, 2010). An â€Å"Enterprise incubator† is a special zone that provides preferential policies and service for overseas entrepreneurs, which makes it an appropriate zone for overseas scholars to begin from.According to the statistics cited in â€Å"Zhongguo liu xue tong shi† (The history of Chinese student studying abroad, Liu, & Li, 2010), in 2003, there were over 110 such zones in China, more than 6000 companies were fou nded in those zones, and over 15,000 overseas entrepreneurs were attracted to those zones. The annual output value of 2003 was 32. 7 billion Yuan (about $5. 24 billion). The success in these enterprise incubators may lure more overseas scholars to go home. Cultural binding with homeland also lures overseas scholars to go back to China.In a foreign country, it is probable for someone to suffer from nostalgia, discrimination, and other problems. And they would miss home and return to their familiar culture to avoid those problems. Family is an essential part of one’s cultural background. As a consequence, it acts as a firm bond between overseas scholars and their homeland. First, Kellogg, a researcher working on international migration at UCLA, did a survey on the future plans of Chinese students in America in 2012. According to the survey, the top one reason why they want to return home is family (Kellogg, 2012).It is suffering to stay far away from relatives and friends for a long period of time. Furthermore, because of one-child policy, the only child is what parents can rely on except for the welfare and pension when parents get old. In Chinese traditional convention, children should take care of the elder family members (Smith, 1973). So parents and children would like to live together, at least live nearby each other (Settles, Sheng, Zang, & Zhao, 2008). This will lead to an increasing number of overseas students to come back to China.Moreover, China, a familiar environment, may comfort these scholars and give them confidence in their career, which is an attraction to scholars who stays abroad. Integration into the local society is a troublesome problem to Chinese students. In a survey done by a website named deyi which is a popular website among Chinese students in Germany (2007) about the students’ situation in the local society, only seven percent of students assert that they have no problem to join the main stream. Others encountered prob lems more or less (as cited in Liu & Li, 2010, p. 88-491) To evade this, some of them tend to limit their social contact to a small group of Chinese people and confine their career to lab when they graduate, which lead to the result that they have less communication with the main stream and it becomes more troublesome for them to integrate into the society (Miller, 1992 & Liu & Li, 2010). On the other hand, their situation in China is different from that abroad. An overseas scholar has both a native knowledge of his or her homeland and the ability to use Chinese fluently.That is the basis of overseas scholars’ confidence. When they strike root in their homeland, they gain confidence. Chaoyang Zhang, the CEO of sohu (Sohu is one of the most successful Internet companies in China. )and a returnee, shares his experience: â€Å" When I was an official at MIT, I met Zhangliang Chen (He is a famous experts of tropical botany in China and he studied in Washington University in St. Louis. ) once. From his expression and the look in his eyes, I could see the authority and firmness that he gained during the years when he was in China.His confidence and pride are what overseas students and successful overseas scholars do not have. That is result of striking root in homeland. The difference is so enormous to make me shocked, which strengthen my determination to go back to China. † ( Liu & Li, 2010, p. 587) The confidence based on living in homeland cannot usually be gained elsewhere. On the other hand, the cultural binding with homeland may be a disadvantage of Chinese scholars when they live abroad. Chinese scholars and those who have already mmigrated to foreign country may experience discrimination from others. The glass ceiling exists, which according to Joseph Tsien, a American neuroscientist from China, is â€Å"an unspoken truth† (Mervis, 2005, p. 607). A glass ceiling means that a certain barrier blocks the advancement to a relatively high pos ition faced by minority in a society. Because of culture gap and language barrier, most of the scholars from China find they can not totally understand the foreign culture (Liu, & Li, 2010).As a result, many of them can have fame and achievement in their own field as scientists but only a few of them can get a job of senior management in their field (Mervis, 2005). Alice Huang, a successful virologist who came from mainland China to America when she was 10 years old, encountered the barrier in her application to a high- level job in New York University in 1991. During her interview, she found out that what the committee was searching for is a WASP (White Anglo-Saxon Protestant) candidate and the committee set barriers to make Huang give up that position. In the end, she lost that position (Miller, 1992).Since evaluation, which may be subjective, is a key step in process of promotion, one, not belonging to the main stream, may be afraid of the unequal judgment done by the evaluating committee which consists of the majority. Scholars want to prove their value and be accepted by the society. But the existed barriers prevent scholars from getting higher positions and realize their plans. Under this condition, scholars would believe that they will be minority and nearly impossible to be integrated to mainstream, which may hurt scholars and drive them to go home (Liu, & Li, 2010).However, the racial discrimination to those overseas scholars will be eliminated in their homeland. They will be honored in China. Experiences of studying and working abroad are called â€Å"paint a little gold† (du jin) in Chinese (Zweig, Chen, & Rosen, 2004, p. 736), which means returnees are regarded precious in China. To conclude, the three keys to Chinese reverse brain drain are dramatic growth in the economics, proper policies that encourage overseas scholars to return and a cultural environment that can give returnees a sense of belonging.Through the success of China’s alluring scholars back, power plays a significant role. To encourage more overseas scholars to go back, the authorities should concentrate on developing the economy to gain more hard power. Moreover, an open political environment is necessary, for overseas scholars have experienced freedom in political status. Furthermore, for moving the trend of returning further, the government should not only concentrate on the quantity of the returnees but also the quality of the returnees. Reference: Alsop, R. (2007). TRACK: More Chinese Graduates Return Home.The Wall Street Journal. Retrieved November 14, 2012 from http://online. wsj. com/article/SB11737448221373 4773. html Castles, S. (2012). Cosmopolitanism and freedom? Lessons of the global economic crisis. Ethnic & Racial Studies, 35(11), 1843-1852. doi:10. 1080/01419870. 2012. 715662 Confucius, C. (2006). â€Å"Lun yu† ming yan =: Aphorisms From LUNYU. Di 1 ban. Jinan: Qi lu shu she. Engardio, P. ,& Engardio, P. (2009). China's Rev erse Brain Drain. BloomberBusinessweek. Retrieved November 14, 2012 from http://www. businessweek. com/magazine/content/ 09_48/b4157058821350. tm Ford, P. (2012). Reverse brain drain: China engineers incentives for â€Å"brain gain†. Christian Science Monitor, Retrieved from http://www. csmonitor. com/World/Global-Issues /2012/1021/Reverse-brain-drain-China-engineers-incentives-for-brain-gain International Rankings and Chinese Higher Education Reform. (2006). World Education News and Reviews. Retrieved November 14, 2012 from http://www. wes. org/ ewenr/06oct/ practical. htm. Jianshu, Z. (2000). Students Returned from Abroad in the 1990s. Chinese Education & Society, 33(5), 8. Kellogg, R. (2012).China's Brain Gain? : Attitudes and Future Plans of Overseas Chinese Students in the US. Journal Of Chinese Overseas, 8(1), 83-104. doi:10. 1163/179325412X634319 Liu, J. , & Li, X. (2010). Zhongguo liu xue tong shi: Zhongguo liuxue tongshi. Di 1 ban. Guangzhou: Guangdong jiao yu chu ba n she Llana, S. , Ford, P. , Marquand, R. , Pflanz, M. , & Ibukun, Y. (2012). Reverse brain drain: Economic shifts lure migrants home. Christian Science Monitor, N. PAG. National Bureau of Statistics of China. (2011). China statistical yearbook 2011. Beijing: China Statistics Press.Settles, B. , Sheng, X. , Zang, Y. & Zhao, J. (2008). The one child policy and its impacts on Chinese families. Research Committee on Family, 12-13. Smith, D. (1973). Confucius. London: Temple Smith. Wang, Z. (2012). Ten years of international companies since China entered WTO. International Financing. Retrieved November 14, 2012 from http://www. zcom. com/ article/51886/ Yan, J. (1998). My heart turns toward the homeland. Chinese Education & Society,31(2), 57. Ye, L. (2000). Overseas students coming back at a golden time. Beijing Review, 43(6/7), 20. Zhang, Y. (2012).Thousand Talent Program brings more pros. China Daily, Retrieved from http://www. chinadaily. com. cn/bizchina/2012-04/28/content_15168335. htm. Zweig, D. , Changgui, C. , & Rosen, S. (2004). Globalization and transnational human capital: Overseas and returnee scholars to china. The China Quarterly, 735-757. Zweig, D. (2006). Competing for talent: China's strategies to reverse the brain drain. International Labour Review,145(1), 65-0_6. Retrieved from http://search. proquest. com. ezproxy. library. wisc. edu/docview/224008850? accountid=465 ———————– 1 â€Å"Back to China†: the Reverse Brain Drain in China â€Å"Back to China†: the Reverse Brain Drain in China Every autumn, American students are busy with applying for undergraduate or graduate schools, so are an increasing number of Chinese students. Chinese get to realize the significance of being transnational. â€Å"Transnational† means involving in many countries. Now, human capital, especially those who have international experience, is significant to the development of a country in the internationalized world. However, plenty of overseas students from developing country tend to stay abroad for a better future, which is a great loss of developing countries.But, recently, more and more Chinese students go back to China after they complete their study, which is a good news to China. Looking through this new trend, there are three main factors that may drive overseas scholars to come back to China: the growth of economy in China, the support from the government to overseas scholars, and the bond between overseas scholar s and home land. Reverse brain drain is a term of migration. The definition of this term is the phenomenon that talented people who once studied or worked in developed country go to a less developed country which is developing in high pace.Recently, this has been common in developing countries, such as India, Brazil, and China (Llana, Ford, Marquand, Pflanz, & Ibukun, 2012). Conversely, in the past, People’s Republic of China (PRC) was not as open as it is now. PRC even ceased the communication in education with other countries once because of the Chinese Culture Revolution which lasted from 1966 to 1976 (Liu, & Li, 2010). Not until 1978 when China renewed the policy of international academic communication did China send students to go abroad (Yao, 2004).As China’s policy became looser, â€Å"outgoing tide† and â€Å"incoming tide† appeared (Zhang, 1997). â€Å"Outgoing tide† is a description of the phenomenon that plenty of students go abroad and the â€Å"incoming tide† means those students go back. Since 1978, according to China statistical yearbook 2011, more than 632,000 Chinese, or 33 percent of those who studied abroad, have returned home and both the rate of increase of overseas Chinese students and the rate of increase of returning Chinese scholars have grown sharply in recent years. For instance, in 1989, 3,329 went abroad to study.In 1990, the number of students who went abroad even decreased to 2,950 , only 1,593 scholars went back to China. In contrast, the total of students who studied abroad in 2010 increased to 284,700. In the same year, 134,800 students return after their study in foreign country, up 24. 7 percent from 2009 (National Bureau of Statistics of China, 2011, 20-10). Statistics show that the reverse brain drain to China has already begun. In the past, the reason why the majority of overseas scholars chose staying abroad instead of returning was that they found there were obstacles blocking t heir way back to China.Those scholars were concerned about the factors linked with money, especially the living condition and career. Compared with working in China, it would be easier for scholars to have convenient places to live and earn relatively high salary when working abroad (Li, 1998). As for career, in China, when some young scholars applied for research funds, they were not able to get funded, which means they could only be assisted by institutions and companies abroad or study further overseas. Ruizhang Guan is one of the scholars who went abroad because of lack of fund.He did not have a Ph. D. at that time. He said, â€Å"It was difficult to get any funds without a Ph. D. , and without funding it was very hard to produce any results† (Yan, 1998, p. 59). Furthermore, Zweig, the chair professor of Social Science of the Hong Kong University of Science and Technology who is known for his research on Chinese politics and political economy, pointed out in his paper â⠂¬Å"Competing for talent† (2006) that the economy of China was in poor condition, most of the institutes and research centers did not have enough money to update the facilities.Then scholars believed that they could not develop further in their fields with the deficient equipment in Chinese institutes. To have promising future, these scholars were willing to develop their careers in developed countries. It is undoubtedly true that there were many factors motivating the migration of scholar in that period. However, two decades have passed, and the living and working environment in China has changed dramatically, owing to the development in economy. The growing economy has given China opportunities to improve Chinese people’s living condition.And now when scholars consider the question whether to stay abroad or to go back to homeland, better living condition there can make life abroad less attractive. To illustrate the changes in living condition, Engel's coefficient is o ne of the index numbers. Engel's coefficient means the proportion of spending on food in total spending. A decreasing Engel's coefficient shows the average income has increased and life is getting better for a population. According to China statistical yearbook 2011 (National Bureau of Statistics of China, 2011), Engel's coefficient there dropped from 54. in urban areas and 58. 8 in rural areas to 35. 7 and 41. 1 relatively (10-1). Also, the housing condition has been improved, for the rates of population with access to tap water and gas have increased to nearly 100% respectively and the per capita living space has been enlarged (National Bureau of Statistics of China, 2011, 10-1). Although the living condition in China is still not comparable to that in developed countries, it is much better than what it was 20 years ago, and this is acceptable to returnees.When compared with the rapid growth of China’s economy, the financial crisis in other parts of the world has disappoint ed overseas students recently, in terms of employment and advancement opportunities. In developed countries, scholars’ work and life seemed the same as before, and hardly can the pattern of life and work be changed. Whereas, China usually presented a better appearance to overseas scholars every time they came back to China (Liu & Li, 2010). Usually, opportunities appear in changes. Therefore, scholars believe there are better and more opportunities in their career in China.For example, in the report on October 21st, 2012, Sophie Tao, an ex-fund manager in New York who went back to China to promote her career further, states, â€Å"China is one of the few bright spots in the world economy† (Ford, 2012). In China, many academic fields have not been explored enough yet, and some are even virgin lands. For this reason, those returnees, equipped with the experience and knowledge gained from abroad, can lay foundations in their own field in China. The possibility of success attracts scholar to do research in China (Engardio, & Engardio, 2009).In fact, the 2008-2009 financial crisis tested the economic stability worldwide and the harm caused by the global economic crisis still affects the economics of the rich nations (Llana et al. , 2012). Moreover, it increased the unemployment rate of immigrants in developed countries and it became difficult for overseas students to find a job there. According to Stephen Castle, a Research Chair at the Department of Sociology and Social Policy at the University of Sydney, the unemployment rate for immigrants increased by 3. 4% in the European Union in 2008. And that rate in the USA has increased by 4. % (2012, p1847). Chinese students found out that it was difficult for them to find a suitable job overseas. Then, they started to think about whether the developed countries were their only choice of destination, or whether their homeland would be a feasible choice. And China did not disappoint them. China entered World Trade Organization (WTO) in 2001. And in 2002-2009 international companies have invested 683. 5 billion in China (Wang, 2012). The main method of their investment is to start their branch offices in China. Furthermore, China had to compete with other countries in the world.As a consequence, the â€Å"golden time† for overseas students to go back to China began (Ye, 2000, p. 20). Returnees believe that they can have their own contribution to the development of China. Ma Jianghe, who gained his doctorate of Law in the United States, chose to develop his career in China after the agreement on China’s accession to WTO was signed. He believed: â€Å"After China joins the WTO, I will have a big advantage in China’s law service market. My good understanding of Chinese and American laws will convince businessmen from both countries to trust me. † ( Ye, 2000, p. 1) As Ma said, the abilities that returnees possess are what a country or a company needs to succeed i n international competition. Their multi-cultural background, their communication skills and their ability of adaptation in their own field make them outstanding among employees. Besides the economic factors, in the past, another reason that would stop overseas scholars from returning was the strict control of scholars made by the government. Because of the control, the most violent issue happened in 4 June 1989. Students died, for their political status went against the government.Scholars were afraid of being deprived of freedom, both physically and politically (Zweig, 2006). They thought once they went back to China, they could never go abroad again and hardly could they communicate with international scholars. Considering of the life in future, many scholars refused to return home. Indeed, policies at that time were not open enough. Chinese government noticed that China was confronted with a serious problem that plenty of overseas talents chose to stay abroad. Only 20% of Chines e overseas scholars thought they might go back home according to Zweig’s survey which was done in 1993 (Zweig, 2006).Facing this obstacle, the authorities decided to support overseas scholars to come back to home and began to create friendly environment to welcome scholars. To encourage returning, the government has provides financial support to scholars through plenty of programs in recent 20 years. To illustrate how those programs work, the â€Å"thousand talents program† that was launched in 2008 is an appropriate example. The aim of this plan is to lure overseas scholars to go back to China and help their homeland to â€Å"raise its global competitiveness† and become â€Å"an innovative society† (Ford, 2012, para. 0). The Chinese government launched it to bring top scientists and high-tech entrepreneurs back home in the next five to 10 years. In this plan, the government is going to grant 1 million Yuan (about $146,000) per person as salary and resear ch fund. Then the government offers them insurance, housing and pensions, too. Thanks to this plan, over 2000 experts in varied field have gone back to China to start a new career during the last three years(Zhang, 2012,para. 1).The financial supports make the returnees’ road back to China easier. Not only the central government but also the local government attempts to attract overseas scholars. â€Å"Enterprise incubators† have been set up to offer opportunity to returnees to start their own business since 1994 (Zweig, 2006, & Liu, & Li, 2010). An â€Å"Enterprise incubator† is a special zone that provides preferential policies and service for overseas entrepreneurs, which makes it an appropriate zone for overseas scholars to begin from.According to the statistics cited in â€Å"Zhongguo liu xue tong shi† (The history of Chinese student studying abroad, Liu, & Li, 2010), in 2003, there were over 110 such zones in China, more than 6000 companies were fou nded in those zones, and over 15,000 overseas entrepreneurs were attracted to those zones. The annual output value of 2003 was 32. 7 billion Yuan (about $5. 24 billion). The success in these enterprise incubators may lure more overseas scholars to go home. Cultural binding with homeland also lures overseas scholars to go back to China.In a foreign country, it is probable for someone to suffer from nostalgia, discrimination, and other problems. And they would miss home and return to their familiar culture to avoid those problems. Family is an essential part of one’s cultural background. As a consequence, it acts as a firm bond between overseas scholars and their homeland. First, Kellogg, a researcher working on international migration at UCLA, did a survey on the future plans of Chinese students in America in 2012. According to the survey, the top one reason why they want to return home is family (Kellogg, 2012).It is suffering to stay far away from relatives and friends for a long period of time. Furthermore, because of one-child policy, the only child is what parents can rely on except for the welfare and pension when parents get old. In Chinese traditional convention, children should take care of the elder family members (Smith, 1973). So parents and children would like to live together, at least live nearby each other (Settles, Sheng, Zang, & Zhao, 2008). This will lead to an increasing number of overseas students to come back to China.Moreover, China, a familiar environment, may comfort these scholars and give them confidence in their career, which is an attraction to scholars who stays abroad. Integration into the local society is a troublesome problem to Chinese students. In a survey done by a website named deyi which is a popular website among Chinese students in Germany (2007) about the students’ situation in the local society, only seven percent of students assert that they have no problem to join the main stream. Others encountered prob lems more or less (as cited in Liu & Li, 2010, p. 88-491) To evade this, some of them tend to limit their social contact to a small group of Chinese people and confine their career to lab when they graduate, which lead to the result that they have less communication with the main stream and it becomes more troublesome for them to integrate into the society (Miller, 1992 & Liu & Li, 2010). On the other hand, their situation in China is different from that abroad. An overseas scholar has both a native knowledge of his or her homeland and the ability to use Chinese fluently.That is the basis of overseas scholars’ confidence. When they strike root in their homeland, they gain confidence. Chaoyang Zhang, the CEO of sohu (Sohu is one of the most successful Internet companies in China. )and a returnee, shares his experience: â€Å" When I was an official at MIT, I met Zhangliang Chen (He is a famous experts of tropical botany in China and he studied in Washington University in St. Louis. ) once. From his expression and the look in his eyes, I could see the authority and firmness that he gained during the years when he was in China.His confidence and pride are what overseas students and successful overseas scholars do not have. That is result of striking root in homeland. The difference is so enormous to make me shocked, which strengthen my determination to go back to China. † ( Liu & Li, 2010, p. 587) The confidence based on living in homeland cannot usually be gained elsewhere. On the other hand, the cultural binding with homeland may be a disadvantage of Chinese scholars when they live abroad. Chinese scholars and those who have already mmigrated to foreign country may experience discrimination from others. The glass ceiling exists, which according to Joseph Tsien, a American neuroscientist from China, is â€Å"an unspoken truth† (Mervis, 2005, p. 607). A glass ceiling means that a certain barrier blocks the advancement to a relatively high pos ition faced by minority in a society. Because of culture gap and language barrier, most of the scholars from China find they can not totally understand the foreign culture (Liu, & Li, 2010).As a result, many of them can have fame and achievement in their own field as scientists but only a few of them can get a job of senior management in their field (Mervis, 2005). Alice Huang, a successful virologist who came from mainland China to America when she was 10 years old, encountered the barrier in her application to a high- level job in New York University in 1991. During her interview, she found out that what the committee was searching for is a WASP (White Anglo-Saxon Protestant) candidate and the committee set barriers to make Huang give up that position. In the end, she lost that position (Miller, 1992).Since evaluation, which may be subjective, is a key step in process of promotion, one, not belonging to the main stream, may be afraid of the unequal judgment done by the evaluating committee which consists of the majority. Scholars want to prove their value and be accepted by the society. But the existed barriers prevent scholars from getting higher positions and realize their plans. Under this condition, scholars would believe that they will be minority and nearly impossible to be integrated to mainstream, which may hurt scholars and drive them to go home (Liu, & Li, 2010).However, the racial discrimination to those overseas scholars will be eliminated in their homeland. They will be honored in China. Experiences of studying and working abroad are called â€Å"paint a little gold† (du jin) in Chinese (Zweig, Chen, & Rosen, 2004, p. 736), which means returnees are regarded precious in China. To conclude, the three keys to Chinese reverse brain drain are dramatic growth in the economics, proper policies that encourage overseas scholars to return and a cultural environment that can give returnees a sense of belonging.Through the success of China’s alluring scholars back, power plays a significant role. To encourage more overseas scholars to go back, the authorities should concentrate on developing the economy to gain more hard power. Moreover, an open political environment is necessary, for overseas scholars have experienced freedom in political status. Furthermore, for moving the trend of returning further, the government should not only concentrate on the quantity of the returnees but also the quality of the returnees. Reference: Alsop, R. (2007). TRACK: More Chinese Graduates Return Home.The Wall Street Journal. Retrieved November 14, 2012 from http://online. wsj. com/article/SB11737448221373 4773. html Castles, S. (2012). Cosmopolitanism and freedom? Lessons of the global economic crisis. Ethnic & Racial Studies, 35(11), 1843-1852. doi:10. 1080/01419870. 2012. 715662 Confucius, C. (2006). â€Å"Lun yu† ming yan =: Aphorisms From LUNYU. Di 1 ban. Jinan: Qi lu shu she. Engardio, P. ,& Engardio, P. (2009). China's Rev erse Brain Drain. BloomberBusinessweek. Retrieved November 14, 2012 from http://www. businessweek. com/magazine/content/ 09_48/b4157058821350. tm Ford, P. (2012). Reverse brain drain: China engineers incentives for â€Å"brain gain†. Christian Science Monitor, Retrieved from http://www. csmonitor. com/World/Global-Issues /2012/1021/Reverse-brain-drain-China-engineers-incentives-for-brain-gain International Rankings and Chinese Higher Education Reform. (2006). World Education News and Reviews. Retrieved November 14, 2012 from http://www. wes. org/ ewenr/06oct/ practical. htm. Jianshu, Z. (2000). Students Returned from Abroad in the 1990s. Chinese Education & Society, 33(5), 8. Kellogg, R. (2012).China's Brain Gain? : Attitudes and Future Plans of Overseas Chinese Students in the US. Journal Of Chinese Overseas, 8(1), 83-104. doi:10. 1163/179325412X634319 Liu, J. , & Li, X. (2010). Zhongguo liu xue tong shi: Zhongguo liuxue tongshi. Di 1 ban. Guangzhou: Guangdong jiao yu chu ba n she Llana, S. , Ford, P. , Marquand, R. , Pflanz, M. , & Ibukun, Y. (2012). Reverse brain drain: Economic shifts lure migrants home. Christian Science Monitor, N. PAG. National Bureau of Statistics of China. (2011). China statistical yearbook 2011. Beijing: China Statistics Press.Settles, B. , Sheng, X. , Zang, Y. & Zhao, J. (2008). The one child policy and its impacts on Chinese families. Research Committee on Family, 12-13. Smith, D. (1973). Confucius. London: Temple Smith. Wang, Z. (2012). Ten years of international companies since China entered WTO. International Financing. Retrieved November 14, 2012 from http://www. zcom. com/ article/51886/ Yan, J. (1998). My heart turns toward the homeland. Chinese Education & Society,31(2), 57. Ye, L. (2000). Overseas students coming back at a golden time. Beijing Review, 43(6/7), 20. Zhang, Y. (2012).Thousand Talent Program brings more pros. China Daily, Retrieved from http://www. chinadaily. com. cn/bizchina/2012-04/28/content_15168335. htm. Zweig, D. , Changgui, C. , & Rosen, S. (2004). Globalization and transnational human capital: Overseas and returnee scholars to china. The China Quarterly, 735-757. Zweig, D. (2006). Competing for talent: China's strategies to reverse the brain drain. International Labour Review,145(1), 65-0_6. Retrieved from http://search. proquest. com. ezproxy. library. wisc. edu/docview/224008850? accountid=465 ———————– 1