Australian Government Department of Immigration and Citizenship

This document lists the information and supporting documents required to lodge a complete application using the paper form 1208. More information about this visa is available. See: About this Visa Important: Do not provide original documents unless requested. You should provide ‘certified copies’ of original documentation. Documents not in English must be accompanied by accredited English translations. Complete applications You should ensure that you lodge a completed visa application. While the department may ask you to provide more information in order to determine whether you meet the criteria for grant of the visa, a decision on the visa application may be made solely on the information provided at the time of application. Note: The Visa Application Charge will not be refunded if a decision is made to refuse to grant the visa because the applicant did not satisfy the criteria for grant of the visa. Complete applications are likely to be processed more quickly.Government Regulation on Media in America Incomplete applications may be delayed or, in some cases, refused. After completing this checklist, please attach it to the front of your application (if lodging a paper application form). Forms, fees and charges Complete the paper application form. See: Form 1208 Application for a Work and Holiday visa Visa application charge. Credit card details, bank cheque, or money order, made payable to ‘DIAC’: If you are in Bangladesh, check www. bangladesh. embassy. gov. au for payment methods. If you are in Chile, check www. chile. mbassy. gov. au for payment methods. If you are in Indonesia, check www. indonesia. embassy. gov. au for payment methods. If you are in Malaysia, check www. malaysia. embassy. gov. au for payment methods. If you are in Thailand, check www. thailand. embassy. gov. au for payment methods. If you are in Turkey, check www. turkey. embassy. gov. au for payment methods. If you are from the USA and wish to lodge a paper application form, for payment methods check with the departmental office where you intend to lodge your application. See: Working Holiday Visa Charges Personal documents Certified copies of the biodata pages of all passports or travel documents (including the photograph) Certified copies of birth certificates or the family book, showing names of both parents (not required if in passport) If you have changed your name (eg by marriage or deed poll), a certified copy of evidence of the name change Two recent passport sized photographs (45mmx35mm) of you. †¢ These should be of the head and shoulders only against a plain background. Print your name on the back of each photograph Character documents Police certificates from any country in which you have lived for 12 months or more in the last 10 years (For applicants from Iran only). See: Character and Penal Clearance Requirements Other documents Results of an IELTS, TOEFL, or Occupational English test, undertaken not more than 2 years prior to application, or alternative evidence of English (not required for applicants from the USA). If you have served in the armed forces of any country, certified copies of military service record or discharge papers. Evidence of sufficient funds. Certified copy of a bank statement showing you have access to appropriate funds of at least AUD5000. Letter of Government support for application (not required by applicants from the USA). Evidence of relevant education qualifications. Evidence of health insurance, if required.

Chinese Nationalist Party Essay

On 1 October 1949, Mao Zedong, leader of the Chinese Communist Party declared victory over the Nationalist Party (Guomindang) and brought an end to four brutally long years of Civil War. The Communist victory in the Civil War has however, created significant debate among historians, namely: was a Communist victory inevitable and if so is it more sensible to see the Chinese Civil War as a Communist victory or as a Nationalist defeat?When researching these questions it becomes blatantly obvious that the Guomindang government led by Chiang Kai-Shek was riddled with problems and they are very much the cause of their own downfall. Widespread government corruption, spiraling inflation, loss of public confidence and intractable poverty are just a few of the failings the Guomindang afflicted upon the Chinese people. These monumental failings make a Communist victory seem almost inevitable, in that they just happened to be there to assume power as the Nationalists lost support and drowned in their own mistakes. In this sense it is more sensible to view the Civil War as a Nationalist defeat, rather than a Communist victory. On the other hand, the Communists were able to turn dismal rural poverty and the Japanese invasion into assets, using them to convince villagers that radical change was imperative and that the Communist Party was best qualified to bring about this change. Seen in this light, superior strategy and organisational methods allowed the Communists to achieve victory and not just â€Å"move into a vacuum† as suggested by Barnett (Barnett, 1965: 1). There is certainly an element of inevitability with regard to the Communist victory, however, in this essay I will argue that not only was the outcome of the Chinese Civil War not preordained, but I will also critically evaluate the reasons the Guomindang lost the Civil War and explain that given their policy mistakes, the Civil War should be seen as a Nationalist defeat rather than a Communist victory. If the Nationalists had been willing to adapt and had they initiated some changes in their strategies, the Communist Party, no matter what its internal organisation or external strategies, would not have been able to bring revolution to China. This theory is not supported by Kubek, who argues that the cause of the  Nationalist defeat was due to a lack of aid from the United States, declaring â€Å"sovietisation of China and Manchuria could be the only logical outcome of post-war United States policy in China† (Kubek, 1965: 62). This view point is unduly simplistic and overvalues America’s role in China, an opinion supported by Chang, who believes the Guomindang government’s â€Å"failure was due not so much to lack of American support, but to its inherent defects† (Chang, 1965: 40). Before analysing these inherent defects and the reasons that the Nationalist Party lost the Civil War, it is important to understand the fundamentals of the situation in China at the end of World War Two; specifically the consequences of the eight year war with Japan that totally exhausted the Guomindang militarily, economically and spiritually. Hsu argues that the war with Japan is the â€Å"single most important cause for the downfall of the Nationalists† and â€Å"had there been no Japanese war, the situation in China would have been very different† (Hsu, 1990: 734). Many of the Guomindang’s problems such as factionalism, corruption and leadership were prevalent prior to the Sino-Japanese War; however it was during the last phases of the Sino-Japanese War that these problems reached crisis proportions and in hindsight it seems impossible that the Guomindang could have overcome these problems to defeat the Communists (Service, 1965: 29). Chang also believes that the Guomindang faced insurmountable problems prior to the Civil War, stating that â€Å"the government of Chiang Kai-Shek was built on quicksand and clay. How can it stand? Is it any wonder that it fell like a house of cards when it had to face the Communist crisis?† (Chang, C. 1965: 41). Westad, (2003: 7) however argues that â€Å"in spite of the Guomindang’s weaknesses, the outcome of the post-war conflict with the Communists was no way predetermined in 1945†. At the end of the Sino-Japanese War the Guomindang held significant advantages over the Communists, with its widely recognised legitimate government controlling China, giving it the power to tax and conscript. On the other hand, the Communists could not match the Guomindang’s troops in terms of training and equipment and could be  Ã¢â‚¬Å"outgunned and outmanoeuvred in all major regions of the country† (Westad, 2003: 8). Furthermore, the Communist party was hardly represented in the cities at all, which of course was the power base of the Guomindang. However, the Communists also had successes resulting from the war with Japan including increasing their area of control and practiced evolving their strategies of protracted guerrilla warfare against the Japanese which in turn generated public support. Despite this the party’s main forces were still located in North-west China and they were not in such a powerful position that a civil war with the Guomindang would be a mere formality in securing control of the country. The Civil War is therefore simply not a case of the imminent decline of the Guomindang and the Communists’ irresistible rise. Rather the Sino-Japanese War provided the framework for the decisions and strategies that would ultimately lead to Nationalist defeat. The war with Japan left the Guomindang decimated and they did need to undergo reform in order to survive; however the factionalism and corruption within the Guomindang resulted in increasingly repressive controls being implemented upon the war weary Chinese people. At a time when new strategies were needed, the government instead continued its repressive controls and when war again broke out, the government lost even more support and collapsed with cataclysmic speed. This was due in no small part to the leadership of the Guomindang, whose perpetuation of their own power dominated over all other considerations (Service, 1965: 28). The arrogance and mismanagement of the Guomindang alienated the Chinese people and caused a loss of public confidence and respect. This loss of respect not only resulted in the Nationalists losing influence in their own power bases, but made it easier for the Communists to exploit this public disharmony and encourage the Chinese people to think that a change in administration would bring about a change in their fortunes. An example of the Guomindang’s poor leadership strategies can be seen in their occupation of former Japanese colonies (Service, 1965: 29). The Chinese citizens within these Japanese occupied territories had waited eight  years for the return of Nationalist rule, but instead of being treated as victims of war, they were exploited. The Guomindang leaders did not return their land but acquired it as their own property; moreover, they virtually eliminated the monetary assets of these people. This was caused by the currency in the occupied territories going through extreme inflation as the government only offered the exorbitant exchange rate of two hundred to one; when a more reasonable rate would have been half that much (Phillips, 1996: 158). Furthermore, the puppet leaders that had been installed by the Japanese often kept their positions or became members of the Guomindang. Poor policy decisions such as this would lead to the downfall of the Guomindang, as it is impossible to fight an effective war without the support of the people and the economic policies of the government alienated millions of suffering people. The Guomindang’s economic problems were not limited to the territories formerly occupied by the Japanese. All over China inflation was an exceptionally large problem, for as the increases seen during the Japanese War were allowed to spiral out of control during the Civil War. Service, (1965: 29) argues that this is a direct result of corruption within the Guomindang, and that they refused to take any effective steps to check inflation or implement agricultural reforms for fear of losing the support of the landlord class in China. In view of this, the Guomindang developed urban industry at the expense of agricultural and financed this by simply printing more bank notes. Their economic mismanagement was disastrous for the majority of the Chinese people and meant that by 1948 government expenditure had become thirty times larger when compared to its pre-war level; the budget deficit had also blown out to thirty times it pre-war level and inflation was increasing at the rate of thirty per cent a month (Chang, K. 1965: 23). The Nationalist government faced imminent financial doom and the Chinese people were becoming aware of the selfish nature of their government whose economic policies and financial mismanagement destroyed the livelihood of hundreds of millions of Chinese. The failings of the Guomindang would provide the Communist party with ample opportunities to exploit the discontent of the Chinese people. This was one of the reasons for the Communist victory in that they were able to gain the support of people from the rural areas who the Guomindang had alienated. An example of this can be seen in the rural land reforms implemented in newly gained territories. In these areas the Communists promoted production and ensured supplies by creating a self-sufficient economy. To rouse the productive enthusiasm of the peasants, they launched a campaign to reduce rent and interest. Peasant associations and other organisations were urged to demand and enforce a 25 percent rent reduction, with a rent ceiling set at 37.5 percent of the crops. The interest rate on loans was limited to 1.5 percent a month, or 18 percent a year, much lower that the excessive rate formerly charged by the landlords (Westad, 2003: 11 and Fielding, 1999: 134). They were able to achieve these reforms without confiscating large amounts of land, as considerable redistribution of land to the peasants was accomplished by impo sing graduated taxes in such a way that larger landholders voluntarily sold land because it was no longer profitable. It is arguable that the Communists had no intention of eliminating the economic power of the landlords, but instead they showed the peasants that they could exercise their power locally and play an active role in the war against a government that some had come to despise. The Communists gave the peasants what they wanted: an army of friendly troops who not only did not steal their crops but helped them bring in the harvest and who implemented popular but gradual economic reforms (Ebrey, 1996: 289). This is in stark contrast to the Guomindang who did not understand the peasants and showed no interest in aiding them. They failed to see the revolutionary potential of the peasant masses and unlike the Communist Party never attempted to organise them. This situation was best summarised by Hsu: â€Å"the stone that one builder had rejected became the cornerstone of the other’s house† (Hsu, 1990: 738). However, many of the most important cause of the Nationalist defeat during the Civil War were military ones. Despite emerging from the Japanese War better equipped and trained, the Nationalist Army was a tired force (Hsu, 1990: 734). This war-weariness was felt throughout China and there was  widespread recognition that full scale civil war would be a tragedy for the country. It is therefore, not surprising that the Guomindang’s persistence in military aggression towards the Communists, who were Chinese after all, failed to arouse the same patriotic loyalty as when the enemies were Japanese (Stuart, 1965: 19). Given this situation the Nationalist Army needed good leadership and to gain the support of the people; they were unsuccessful on both counts. This was largely due to the leadership system created by Chiang Kai-Shek that was â€Å"a congerie of conservative political cliques† concerned primarily with maintaining their own power (Service, 1965: 30). Furthermore, the highest military posts were reserved for those who like Chiang Kai-Shek had graduated from the Whampoa military academy and this often meant that more talented officers were turned away. General Barr of the United States said of the Guomindang leadership in 1949 that, â€Å"their military debacles in my opinion can all be attributed to the world’s worst leadership and many other morale destroying factors that lead to a complete loss of will to fight† (Barr, 1949: x quoted in Bianco, 1971: 180). In fact, many battles were lost by the Nationalists without a fight, as hundreds of thousands of troops simply defected or surrendered to the Communists (Barnett, 1965: 5). An example of this may be seen during the Huai-Huai Campaign, where poor military leadership caused the Nationalist troops to become surrounded and resulted in an irreparable loss of manpower without a fight (Phillips, 1996: 158). Rather than undertaking offensives to seek out and destroy the main mobile guerrilla units of the Communists, they holed up for the most part in isolated, vulnerable, defensive positions allowing the Communists to concentrate their forces and attack and overwhelm Nationalists’ positions one by one (Barnett, 1965: 5). This strategy played into the hands of the Communists whose primary goal was to reduce the numbers of the Nationalist army. They were not concerned with holding specific geographic areas and this allowed them to be a lot more flexible in their attacks. Moreover, the Communist troops were ordered to avoid large battles and to engage the enemy only when there was a high probability of victory. Mao Zedong argued that the only way guerrilla warfare could succeed  is if the army had the support of the people, and the Communists certainly had this (Mao Zedong, 1940: x cited in Bianco, 1971: 184). The Communists successfully achieved this through the use of propaganda. They portrayed themselves as defenders of the nation and the Guomindang as enemies of all levels of society, from peasant to scholar (Chang, C. 1965: 40). Chiang Kai-shek himself admitted that the Nationalists failure in propaganda â€Å"was a major defect in our struggle against Communism† (Kai-shek, 1965: 77). Despite this, the Nationalist army had many opportunities to seriously weaken the Communists. However, their leadership too often committed crucial tactical mistakes, which were the result of lack of communication and disputes within the party caused by the factionalism that riddled the Guomindang leadership (Westad, 2003: 11). Clique politics and factionalism would eventually lead to the situation where unified action to either solve the problems in Nationalist held territory or to fight against the Communists became virtually impossible (Barnett, 1965: 6). This is in stark contrast to the leadership of the Communist armies, whose generals were not concerned with personal gain, but instead co-operated with each other and gained the support of the Chinese people and worked towards a united goal (Westad, 2003: 9). These superior military tactics and aforementioned economic reforms brought the Communists wide spread support and ultimately victory. However, this victory would never have been achievable were it not for the military, economic and social failings of the Guomindang. Chiang Kai-Shek himself admitted major defects in organisation and technique in the Nationalists’ war against Communism, however he argued that these defects were remediable, â€Å"so long as our strategy and policy were correct, I believe we still could have won† (Kai-Shek, 1965: 82). It is in this light that the Chinese Civil War should be viewed not as a Communist victory, but as a Nationalist defeat. There is no doubt that the war against Japan was a crushing blow to the Nationalists economic and military power, however it was not fatal. The  Nationalist government could have continued to consolidate its power and authority by the sheer weight of its military strength and financial resources (Tsou, 1965: 28). Even though the Nationalist government was far from popular, it was the most powerful military and economic force in China and could have survived if it had been willing to regain the support of the people. Defeat to the Communists was therefore, far from inevitable, and the Nationalists were very much the engineers of their own demise. BIBLIOGRAPHY Barnett, A. (1965), ‘Multiple factors’, in Pichon Loh (ed.) ‘The Kuomintang Debacle of 1949: Conquest or Collapse?’ D.C. Heath & Company, BostonBianco, Lucien. (1971), ‘Origins of the Chinese Revolution, 1915-1949’ Stanford University Press, StanfordChang, Carsun. (1965), ‘Chiang Kai-shek and Kuomintang dictatorship’, in PichonLoh (ed.) ‘The Kuomintang Debacle of 1949: Conquest or Collapse?’ D.C. Heath& Company, BostonChang, Kia-Ngua. (1965) ‘War and Inflation’ in Pichon Loh (ed.) ‘The Kuomintang Debacle of 1949: Conquest or Collapse?’ D.C. Heath & Company, BostonEbrey, Patricia. (1996), Cambridge Illustrated History: China, Cambridge University Press, Cambridge, EnglandFielding, Mark & Morcombe, Margot. (1999), ‘The Spirit of Change – China in Revolution’ McGraw Hill Book Company, Roseville, NSWHsu, Immanuel C.Y. (1990), ‘The Rise of Modern China’ Oxford Univer sity Press, New YorkKai-shek, Chiang 1965, ‘Communist designs and Kuomintang blunders’, inPichon Loh (ed.) The Kuomintang Debacle of 1949: Conquest or Collapse?, D.C. Heath & Company, BostonKubek, Anthony 1965, ‘Communist subversion and American appeasement’, inPichon Loh (ed.) The Kuomintang Debacle of 1949: Conquest or Collapse?, D.C. Heath & Company, BostonPhillips, Richard. (1996) ‘China since 1911’ St Martin’s Press, New York. Service, John S. 1965, ‘The enthronement of reaction’, in Pichon Loh (ed.)The Kuomintang Debacle of 1949: Conquest or Collapse?, D.C. Heath & Company,BostonStuart, John L. (1965), ‘Popular Discontent and Creeping Paralysis’, in Pichon Loh (ed.)The Kuomintang Debacle of 1949: Conquest or Collapse?, D.C. Heath & Company,BostonTsou, Tang 1965, ‘Contradictions between program and practise’, in PichonLoh (ed.) The Kuomintang Debacle of 1949: Conquest or Collapse?, D.C. Heath& Company, BostonWestad, Odd Arne 2003, Decisive Encounters: the Chinese Civil War 1946 -1950, Stanford University Press, California

Bulding Suspense In Spielbergs Jaws Film Studies Essay

Bulding Suspense In Spielbergs Jaws Film Studies Essay The music is played when the shark comes in distance and closer to the beach. First the music very slowly and when it gets louder and louder we feel like the shark is coming. This sound is like a theme of the film, which makes everyone to keep attention to the film. This type of music is Non-Diegetic music. This gives the audience that they are below the sea imagining the shark is waiting for them. If the shark be revealed straight away, it would destroy the whole story. Stephen Spielberg wants to build suspense by suspense to create the film attentive to it audience. One technique is that the music is used to build up the tension. Example Write here. Stephen Spielberg uses long shot to show this and cover all the details in the proof to show what happened. Second attack was quite different. It is the attack of the little boy whose name was Alex. He swam in his inflatable lilo away from the rocky sand to the sea. When he was there the shark attacked him. We know this by looking fro m the music and fins coming out from the shark. The camera angles builds up the tension and suspense to show like we are looking from the angle of shark and when the attack happened from the distance it shows people to show exact how the boy was attack. The Director builds up the fear of the shark by making music devious and dangerous like you get on the horror film. Director uses music like â€Å"dun, dun† sound/music that makes you follow the shark on its trail. You will follow the music as well as you are looking from the shark perspective. On this second attack he uses lots of close-up shots of the boy to show off the detail. The camera shot tracking is shown as though as you are shark and following the boy on his lilo. Jump cut is shown to take close shot of the people by cutting people shot one by one. After that camera moves into a close-up of the boy, who is now lying on a yellow lilo. Brody continues to look at the water, which raises tension. When we look around the beach we see yellow objects; umbrella, bathing suits, towels and a boy’s lilo. This is because yellow associate with fear because most of the warning signs have yellow sings like a hazardous sign. As the camera films the shore, we see a man wearing a yellow shirt playing with his dog. Moments later when he was playing fetch with his dog pippin, pippin goes missing. Dog is nowhere to be seen but only a stick floating on the surface of the sea. This is known as a camera focused, focusing on the stick only and usually called Miss -en- scene. There is no music being played, audience don’t know whether the shark came again or the dog run off somewhere along the beach. This creates suspense as well as a fear.

A look into the Accounts of Love as depicted in The Symposium by Plato Essay

A look into the Accounts of Love as depicted in The Symposium by Plato - Essay Example According to Aristophanes the unification between a man and a woman results in an offspring whereas the unification between a man and man results in pure satisfaction with no other strings attached (Symposium, 191c-d) Thus, according to Aristophanes it is natural for a human being to pursue pure love where love actually "is the name for our pursuit of wholeness, for our desire to be complete" (Symposium192e-193a). Aristophanes' idea of human civilization is based on this love which is in its complete sense and this idea of love is the constant source of inspiration that makes the greatest of arts and formulates history (Symposium193c). Aristophanes also makes comments that devise the idea that the lovers with no strings attach are not able to evoke more desire as there is no structure of desire and the lovers would not be able to state anything substantial out of this union because they were unable to state what they did desire. According to Aristophanes this is the basic shortfall of human love but mentions that the desire to unite one's soul with its other half is what love truly is. Similarly, Alcibiades states that he is basically homosexual in nature because he's crazy about beautiful boys and it is in his nature that he pursues for their love whenever and wherever it is possible (Symposium216d). Alcibiades was a soldier by profession and what he said followed a straight path with comparatively less intellectuality involved in it though he was able to express his mind and thoughts without any philosophical doctrines involved. He was clear and unrepentant in his views. He clearly stated his views on love by expressing himself as an ardent pursuer of beautiful young boys though he did mention that whatever it is Socrates remained his lifelong love and explicitly stated that only he, Alcibiades, could be the true love of Socrates. Alcibiades explains to Socrates that as he is his only true lover, and this he can prove in a numerous way, his views to love is unscratched and pure therefore it is Alcibiades' idea of love, which corresponds with Aristophanes, which should stand true at the end. It is this reason Socrates should always support his views on love and finding a worthy lover in Alcibiades Socrates is better fit to help him reach that aim than anyone else (Symposium219c-d). But on the other hand there was Socrates. According to Socrates "love is neither beautiful nor good- as he desires good and beautiful things, it is clear that he is, in fact, lacking these things" (Symposium 200a-201c). This was Socrates' view on love in a nutshell but he began to explain love as a whole and in totality. For this he took the help f his memories where he had a chat on the same topic with the priestess Diotima. According to Socrates Diotima was the one who taught everything about love (Symposium 201d) and most of Socrates' idea of love is based on Diotima's idea on love and her idea of 'ladder of ascent'. Everything that Socrates narrates hereon in the symposium reflects the idea of Diotima on love and Socrates is presenting proof after proof to justify her views.According to Diotima, "love, in fact, is not a god, as he desires beautiful and good things, which the gods already have neither is he mortal- just as love's lack of beauty does not make him ugly" (Symposium 2 02a).

Marketing Management case Study Example | Topics and Well Written Essays - 250 words

Marketing Management - Case Study Example Considering the investigation, Tom Jackson who is the president and the holder of Executive Training Inc (ETI), is concerned in regards to the upward cost that is proportional to $ 400, 000 preceding getting his first client. ETI is an organization that gives showcasing and deals preparing to agrarian organizations, however monetary investigation is pondered respects to the predominating current degree. This proportion constitute of both current stakes and current liabilities. Be that as it may, the degree reflects the amount of times fleeting stakes blanket transient liabilities and is a reasonably correct evidence of an organizations capability to administration its current commitments. A higher number is favored on the grounds that it shows a solid capacity to administration transient commitments. The organization of current possessions is a key element in the assessment of this proportion. Contingent upon the kind of business or industry, current holdings may incorporate moderate moving inventories that could conceivably influence investigation of an organizations liquidity (Keller & Kotler, 2011). In light of how Executive Training Inc business evaluating and also its aggregate deals disclosed, we find that in excess of 17 year the organization had been doing business and its incomes developed from simply $ 100,000 in the first year to $1, 200, 000 at the end of the year 2003. All the more in this way, the issue of preventive interim days ready to go assumes a greater part the extent that monetary part of business is of concern. This degree gages the risk of indebtedness for gurus by figuring the amount of days an organization can work without any money returns while reaching its essential operational expenses. By and large, this number ought to be between 30 to 90 days. ETI on this support have used their assets, deals explanations and calendars

Discussion formate Essay Example | Topics and Well Written Essays - 250 words

Discussion formate - Essay Example Google has done this recently and continues to do so. Of course, as a company’s product line grows and diversifies, they will naturally have new competitors as well as a greater number of competitors overall. As Google’s offerings have grown from search engines and advertising to smarts phones and online music, new competitors like Apple have emerged and competition has increased between the two companies (yahoo.com). Google is able to compete with Apple because they have similar resources and a similar market (5-4). In regards to Google and Apple, one can witness how when Apple comes out with a new phone or app, Google will respond with a similar product (and vice-versa). These are known as strategic actions and responses (5-6). Similarly, Google and Apple engage in pricing decisions â€Å"to increase demand in certain markets during certain periods† (5-7). Pricing and other â€Å"fine-tuning† methods are known as tactical actions and are much easier to i mplement than strategic actions. While Google is a â€Å"first-mover† in the search engine market, it is a â€Å"second mover† in the mobile phone market (5-8). Being a first-mover has allowed them to gain a majority of the market share. As a second-mover in the mobile phone market Apple still owns and maintains dominance.

Visual Analysis and critical reflection Essay Example | Topics and Well Written Essays - 3250 words

Visual Analysis and critical reflection - Essay Example 3D printing has changed the game of industries, products and buildings since the last 20 years. Students today are aware of the techniques through which 3D printing can be used. The methods, techniques, materials and designs used are all upgraded and modernized using the best of technologies. As a student of 3D designing and printing I finally chose 3D architecture as the major field. This is because of the unique methods and techniques that it uses and ends up creating an absolutely amazing building that no one could think of. It is a blend of creativity and technique which gives the architect to freely think of the most unusual look for a building. These fascinating ideas inspire me and attract me towards the 3D architecture. 3D architecture uses the process of tessellation in which many geometrical shapes whether regular or irregular are tied together without any gaps. This technique is being recently used to create real life structures and buildings in a creative way. I believe w ith the advancement in the 3D architecture, the world can see amazing new buildings for which a bunch of creative and imaginative architects are responsible. The idea of 3D designing and printing in jewelry, arts and other industrial objects has also been fascinating as I study more about it. 3D designing in jewelry making is also a unique way of presenting creative ideas. Many famous jewelry designers have adopted this technique by using their great ideas, putting them through digital technology and implying it on the materials. The 3D printing is done through digital technology and thus it is easier for the students to learn it (Kuneinen, 2012). Anyone who wants to be a 3D printing expert needs practice and creative ideas to create unusual objects. The best part about the 3D designing is that it is present in every manufacturing or constructing industry for example automotive, aerospace, jewelry, architecture, arts, medical, and electronics and so on. The diverse areas where the 3 D printing can be applied attract many students to apply it in their fields. The most important part about the 3D designing and architecture is the materials that have to be used. The 3D designing in architecture needs a variety of materials that are involved in the process. The architectural model and structure is made out of a large number of materials and lesser volume since tessellation ties it together without gaps. The 3D model is made at first which uses plastic as the core material. The 3D model allows the architects to get a picture of how the structure would look like, and also its balance can be judged. The material used for the buildings would usually be steel and glass. The tessellation involves many geometrical shapes to be tied together on a plain. These shapes are made from glass or steel at the facade of the building to give an attractive look for instance the Federation Square in Australia. 3D printing and designing has become a technology which is widely used in m any fields and industries around the world. The 3D technologies give a promising and bright future so many people are attracted towards it. These technologies are complicated thus skilled people are needed in every field to operate these machines. 3D printers today are used for rapid product prototyping. The 3D printing enables the engineers to fit the parts of the object long before that are sending for production. The 3D models also enable the architects to create detailed models and show them to the clients at low-cost (The Economist Newspaper Limited, 2013). The range of uses of 3D printing is constantly increasing and the technology is catching the attention of many upcoming students. As with the 3D architecture, the study about the technology also increases the opportunities for students in the future since the future of this 3D technology is extremely bright. Currently the 3D printing is used to make the pre-production mould but in the near future the technology can be used t o make end-use products. Imagine a

Reading For Student with Hearing Impairment Term Paper

Reading For Student with Hearing Impairment - Term Paper Example The lesson lists out the typical obstacles and challenges in the reading process and also triggering the kids to find more quality time for expansive reading. The lesson also attempts to further the desire amongst the kids who already have shown the urge for picking books and reading on their volition. In the end, the main objective of the lesson is to create a challenge aimed at aiding in the motivation of all kid to the reading cultures. The objective also outlines the main challenges, missions, and timeline for gaining of certain traits in the reading culture. It also outlines and creates ample time for the teachers to read to this kid while using hearing aid thus aiding in the pronunciation of vocabularies.  The lesson lists out the typical obstacles and challenges in the reading process and also triggering the kids to find more quality time for expansive reading. The lesson also attempts to further the desire amongst the kids who already have shown the urge for picking books a nd reading on their volition. In the end, the main objective of the lesson is to create a challenge aimed at aiding in the motivation of all kid to the reading cultures. The objective also outlines the main challenges, missions, and timeline for gaining of certain traits in the reading culture. It also outlines and creates ample time for the teachers to read to this kid while using hearing aid thus aiding in the pronunciation of vocabularies.   The literacy lesson notes hearing impairment as the main hindrance to normal learning.

Transportation Management Assignment Example | Topics and Well Written Essays - 1500 words

Transportation Management - Assignment Example public consciousness is one of the most vital elements, which is associated with any particular domain including the society, the business and the lives of individuals among others (Sharma, 1992). From the above depiction, it is apparent that any kind of resources are quite vital for the long-term existence of the human beings. Contextually, this particular paper will evaluate the potential of reducing fuel cost by using trucking equipment that is more efficient and socially conscious by proposing at least five processes or rules. It is believed that with the rising prices of the resources such as petrol and other fuels, there has developed a need to emerge with alternative options in order to deal with the challenges of fuel inadequacy in the future context. However, individuals also hold perceptions that emerging with methods that ensure fuel efficient operations of vehicles might also be a potential measure for dealing with the decreasing level of fuel resources in the contemporary scenario. Contextually, certain procedures or policies will be evaluated with regard to the use of fuel in trucks further ensuring reduction of the cost of fuels through using efficient and socially cognizant equipment. There are various processes that can be determined with regard to reducing the fuel consumption of vehicles which are highlighted and explained in a detailed manner hereunder. The first step that can be adopted in this regard will be proper use and maintenance of the equipment used in the vehicles which will include tires, engines and other parts of vehicles. The type of tires that is being used in the vehicle is directly interlinked with the fuel efficacy of the vehicles. It is known that heavy trucks or any other vehicles consume more fuel in comparison with small light-duty vehicles. This is because of the difference in tire rolling fuel consumption amid the two sorts of vehicles. It is known that the light duty passenger vehicles use low rolling resistance

Recent Trends in Economic Integration in the Asia Pacific Region and Essay

Recent Trends in Economic Integration in the Asia Pacific Region and Their Impact on Economic Development - Essay Example Asia has been one of the world's economically promising continents. According to James Chan, during the Middle Ages, Asia was the most developed part of the world. (244) In Asia, you can find famous textiles, silverwares, spices, porcelains, silks. Today, however, the Asia Pacific region comprises developed, developing, and underdeveloped contact centre markets and as these markets progress, the demand for better customer service is expected to drive growth in this region. (Frost & Sullivan, 2005) Except for countries like USSR, Japan, Israel and other parts of Southwest Asia that is rich of oil, most Asian countries are now part of the developing world. Nowadays, most people living in Asian countries are so close to the survival limits. Developing countries in the Asia-Pacific region are facing three challenges, namely reducing poverty, addressing environmental degradation and promoting regional cooperation, said Tadao Chino, President of the Asian Development Bank (ADB), at the ope ning ceremony of ADB's annual meeting (here) Friday. (Xinhuanet, May 2002) Poverty and unemployment practically started when all Asian countries experienced urbanization. Through urbanization, residents of the countryside tend to flock into the cities to experience urban living where there are wonderful city lights, big buildings and amusement parks. This increased unemployment, congestion and various forms of social disorganization. The rapid urbanization of Asia presents some very significant challenges. The sheer scale of urban growth, the massive infrastructure needs, the plight of the urban poor, and pollution of the environment all present massive challenges. (Myoung-Ho Shin, September 2005) These events had contributed to the economic trends of the Asia-Pacific region as well as provide a great impact on Asia's Economic Development. AIMS to be able to identify the recent trends in Economic Integration in the Asia Pacific Region to discuss their impact on Economic Development to discuss the future development of the region ASIA-PACIFICS RECENT TRENDS IN ECONOMIC INTEGRATION The purpose of economic integration is to get the regions cooperation in terms of monetary, financial and fiscal areas, agriculture and industry, and other sectors. It is to prepare Asia's regions in globalization. According to Mario Lamberte, the roles and modalities of regional economic cooperation and integration in Asia focuses in three broad areas, namely, trade and investment, monetary and financial integration, and infrastructure and associated software. Regional integration, on the other hand, is de facto integration of economies within a geographic region. It may be market-driven integration, which means, there is no explicit agreement or coordinated action among countries within a region to integrate their economies; or policy-induced integration, that is, one that results from regional cooperation. (Lamberte, Page 4) Economic Integration in Asia Pacific is the sense of unity and cooperation of all the countries involved in the region. Cited from the New Asia Forum, some countries of the region have large excess capacity in

Evidence Based Practice Essay Example for Free

Evidence Based Practice Essay To achieve a high quality of healthcare and to keep up with the increasing pace of clinical advances in the field of midwifery, using women’s experiences and statistics within evidence based practice is probably the best research evidence. Evidence based practice is ‘The conscientious and judicious use of current best evidence in conjunction with clinical expertise and patient values to guide health (and social) care decisions’. (Sackett et al 2000). The main aims of this assignment are to outline what qualitative and quantitative data are, how they are used in evidence based practice and to outline the key differences between these two methods. Two research papers, on qualitative and one quantitative will also be compared with respect to the key methodological differences used within the papers. Qualitative research looks to explore a particular subject or question more in depth and is often used to research into a topic where there is unknown information. This type of research is more useful when answers are needed to what, how and why and when in-depth questions need to be answered and they cannot be done numerically. The researcher is looking to develop an in-depth understanding of this topic. Qualitative research uses small sample groups and the methods of collecting the information are often open ended questions in the form of in-depth interviews and focus groups. The participants used have generally had exposure to the phenomenon in the particular study. Qualitative research is less numerically measurable and results are often exposed as themes or trends presented in a narrative. Qualitative research’s aim is subjective. Quantitative research looks to measure data within a study. It is only used when this data can be collected numerically. The sample size with this research is large and the researcher has no involvement with the participant making the research objective. Quantitative research uses structured closed question design and the results are expressed as numbers and statistics in graphs and tables. Within each research problem there is a process which is followed. The research process starts with a general problem, topic or issue. Within quantitative research the aims or objectives are generally associated  between the relationships of two or more variables. In qualitative research the aim is usually to gather a better understanding of the experiences of the subject area, a deeper knowledge so to speak. The research design with qualitative research is non structured, flexible and always non experimental designs. To select the participants within the research a technique called sampling is used. The qualitative sample size is often smaller and non-probability or a non-random sampling approach is used whereas with quantitative a larger more representative sample is used and the probability or the random technique is favoured. The findings are collected in a process called data collection with qualitative research they are typically textual unstructured interviews and open ended questions and with quantitative research the collection is systematic and structured often questionnaires or surveys with closed questions. The data is analysed using thematic analysis techniques for qualitative research and statistical analysis for quantitative research. The results or findings are then presented for qualitative research in a narrative form that is typically supported with direct quotes to illustrate the main points and themes from the data sources and with quantitative research statistics and graphs are presented in tables and graphs. The qualitative research paper is titled ‘Nobody actually tells you: a study of infant feeding’ and it is researching the infant feeding decision making process. The sampling size of the study is 21 and the women have been purposively sampled from a group of women known to have low breast feeding rates. These women were low class, low educational level, living in Tower Hamlets and Hackney in the United Kingdom and expecting their first baby. The women were told the research was about choices women make whilst looking after their first baby but the agenda was later declared. The research design used was a semi structured interview which was developed from four piloted interviews. The women had a choice of where the interview took place, all but three were interviewed in the home and a partner or relative could be present. The women were interviewed on two occasions, once early in pregnancy and then again in six to ten weeks after birth, using the grounded theory which understands and interprets peoples experiences, developing a theory that has been grounded from the data. The framework method of data  analysis was applied systematically using categories and themes identified by reading the transcripts. Nineteen women were reinterviewed at 6-10 weeks as two women had moved away, then the nineteen women remaining were sent a synopsis of their individual case analysis, feedback was received from elven women. The transcripts were analysed and cross checked using data from different sources with the results of the research presented in table form, one with the feeding outcomes and also a box with reasons for women being silent and not seeking help with postnatal difficulties. Also direct quotes from the women are presented in the research outlining some of the main themes of the subject discussed. The quantitative paper is about looking at preconception risks presented when there is a negative pregnancy test. It is a care programme which has been set up to help women who want to become pregnant by giving advice to the women who present with these certain risk factors. The potential to assist women is known as the hypothesis, the risk factors are known as the independent variables with pregnancy being the dependent variable. An experimental method was used with randomised controlled trial which is where the participants are allocated by random allocation into two or more groups. The study was longitudinal because the data was collected over time approximately two years and two months. From the 1570 pregnancy tests 1106 were negative to which 262 women were approached. A registered nurse approached the women who had produced the negative pregnancy tests; the nurse was experienced in family planning and contacted the women within certain hours. The preconception risk assessment w as then offered to 170 women. With a flip of a coin done so by the registered nurse the participants were randomly assigned to an intervention group or a usual care group. The women within the usual care group and the clinician for this group received no feedback. Whereas the women in the intervention group were told of the risks identified and were given an appointment with a clinician. Preconception Risk Surveys (PRS) were given out to all women by a research assistant who was blinded to the group assignment. The PRS was defined as a screening tool to assess being ready for pregnancy and to identify any medical and psychosocial risk factors. The survey took approximately twenty-five minutes to complete. The women in the usual care group were  offered appointments for a family planning visit to discuss the risks and the women in the intervention group received a booklet. Each woman was contacted via a telephone call a year on to ask whether the clinicians had tackled the risks identified and whether the women had become pregnant. The rates of intervention between these two groups were compared and these differences were first analysed using intent to treat design. Subgroup analysis was also conducted which was only done on the women who had visited at least once during the follow up year. The results were presented in numerical tables and pie charts. When the groups were compared when there was at least one risk addressed there were no significant differences. But for the usual care and intervention groups combined the risk categories varied considerably combined with the chance of a risk being addressed. It can be concluded that evidence based practice is an important tool to use when there is a need to achieve a high quality of health care. Evidence based practice enables the researcher to get what they require using the current and best evidence available. Depending on what information is required and from what sample size and the questions needed to be asked then depends on what research method is used, be it qualitative or quantitative research. One criticism of the qualitative research paper could be the sample size used, there were only twenty one women used over a period of time with two dropping out so if any more had dropped out there would have been a low transferability. Also from this small sample it could be difficult to be systematic comparisons as well as some of the feedback could be the researcher’s interpretation. The paper did bring out key points amongst women but it’s the analysing of this data that could be difficult as women use different languages and with the open ended questions asked there will be a lot of talk to bring together into set themes although some common themes were found. In the quantitative research paper there was a very large sample used with different variable which didn’t have a great impact on the end results. In the majority of women the risks were not addressed so if there was further research in the future this should demonstrate some ways to help and motivate both clinicians and women to address the preconception risks and interventions should be initiated to lower the risk status.

Napoleon despot Essay Example for Free

Napoleon despot Essay â€Å"Napoleon I is sometimes called the greatest enlightened despot. Evaluate this assessment in terms of Napoleon I’s policies and accomplishments. Be sure to include a definition of enlightened despotism in your answer.†(1981 #4) â€Å"Napoleon was a child of the Enlightenment.† Assess the validity of the statement. Use examples referring to specific aspects of the enlightenment and to Napoleon’s policies and attitudes (1992#5) I. Intro Napoleon I (Napoleon Bonaparte), sometimes considered the greatest enlightened despot, was the first modern political figure to use the rhetoric of revolution and nationalism, to back it with military force, and to combine those elements into a mighty weapon of imperial expansion in the service of his own power. As an enlightened despot, or ruler with absolute, unlimited power, but following ideas of the enlightenment, such as rationality, religious toleration, and freedoms, Napoleon made several changes to the government of France. Through the changes he made and reforms based on the enlightenment, he ruled, absolutely, as an enlightened despot, becoming the first, and greatest in history. Coming into power on the wings of the Revolution, he established himself as the First Consul. His policies included the Constitution of the Year VIII, making peace domestically and in foreign affairs, agreeing to a concordat with the Roman Catholic Church, and establishing a dynasty, and accomplished abolishment of the Old Regime, nationalism and loyalty of the nation to him, and unification of the lands he gained and controlled under the Napoleonic code. II. Policies Constitution of the Year VIII 1. Suggested democratic principles, appealed to republican theory and a Council of State, and established the rule of one man, the First Consul, Bonaparte. 2. Under the Consulate, the revolution ended in France. By then, the Third Estate had achieved most of their goals, the peasants had gained they wanted and destroyed the old feudal privileges, and Bonaparte gave them security. 3. This marked the beginning of his rule as despot, and the destruction of the old feudal privileges was the start of his enlightened policies, that were inspired by the political and social reformers who called for change, and new forms of government in France. Making peace 1. In foreign affairs, he made peace with France’s enemies, which justified the public’s confidence in him. Russia had already left the Second Coalition. A campaign in Italy brought another   victory over Austria at Marengo in 1800. The Treaty of Luneville early in 1801 took Austria out of the war. Britain was now alone, and in 1802, concluded the Treaty of Amiens, which brought peace to Europe. 2. Bonaparte used generosity, flattery, and bribery to win over enemies at home. He required only loyalty of the offices of royal legislature. 3. Through these methods, he rose in power. The peace was a very enlightened policy, because Voltaire, a major enlightened thinker had advocated peace. 4. He established a highly centralized administration in which prefects responsible to the government in Paris managed all departments, employed secret police, and stamped out the   royalist rebellion in the west, and made the rule of Paris effective in Brittany and the Vendee for the first time in years. 5. Napoleon used and invented opportunities to destroy his enemies. When a plot on his life surfaced in 1804, he used it   as an excuse to attack the Jacobins, though it was   the work of royalists. In 1804, he violated the sovereignty of the German   state of Baden to seize the Bourbon duke of   Enghien, who was accused of participation in a   royalist plot and shot the duke of Enghien, even   though Bonaparte knew him to be innocent. Concordat with the Roman Catholic Church 1. Napoleon made an agreement with Pope Pius VII. The settlement required both the refractory clergy and those who had accepted the revolution to resign, but in return, the church gave up its claims on its confiscated property. 2. The clergy had to swear an oath of loyalty to the state. The Organic Articles of 1802. Similar laws applied to Protestants and Jews, reducing further the privileged position of the Catholic Church. 3. The Concordat declared, â€Å"Catholicism is the religion of the great majority of French citizens.† This fell far short of what the pope had wanted: religious dominance. 4. Control of religion advocated enlightened thinkers’ ideas, because many thought of religion as irrational, and the cause of fanaticism, which was against the morals and teachings of the rational thinking enlightened thinkers advocated. The Napoleonic Code 1. In 1802, he was ratified as consul for life, and granted full power. He thereafter passed the Civil Code of 1804, usually known as the Napoleonic Code. 2. It safeguarded all forms of property and tried to secure French society against internal changes. 3. Conservative attitudes toward labor and women during the revolution received full support. Workers had fewer rights than employers, and Men had much control over children and wives. 4. Primogeniture (passing of inheritance to only the first, usually male, child) remained abolished, and property was distributed among all children, males and females. However, married  women could dispose of their property only with the consent of their husbands. 5. Divorce remained more difficult for women than men. 6. Before, French law had differed from region to region, but the confusion was ended by the Napoleonic Code. 7. The Napoleonic code ended the old regime, which was the main goal of enlightened thinkers, who wanted social change, and political reform. With the end of the Old Regime, both the social and political establishments were revolutionized.   Establishing a Dynasty 1. In 1804, he seized on a bomb attack on his life to make himself emperor, arguing that it would secure the new regime and make further attempts on his life useless. 2. Became Emperor, and called Napoleon I. 3. The establishment of a dynasty went against all of the revolutionary, liberal thoughts of the enlightened thinkers, and was paradoxical to France’s original plan of a democratic state, because this was equivalent to the establishment of a monarch, which they had just fought to remove. III. Accomplishments Napoleon ended the Old Regime and feudal trappings throughout Western Europe after conquering most of Europe. He forced the eastern European states to reorganize to resist his armies. 1. Wherever Napoleon ruled, the Napoleonic Code was imposed, and hereditary social distinctions abolished. Feudal privileges disappeared, and the peasants were freed from serfdom and manorial dues. In towns, guilds and local oligarchies that had been dominant for centuries were dissolved or deprived of their power. ï‚ § The established churches lost their traditional independence and were made subordinate to the state. Church monopoly of religion was replaced by general toleration. ï‚ § His army, from the revolution, was immensely loyal to the nation and him. ï‚ § He could conscript citizen soldiers in unprecedented numbers. No single enemy could match his resources. ï‚ § He made his ruling dominions uniform. Wherever he ruled, the Napoleonic Code was imposed. ï‚ § Never before had there been a unified German state. And not since the Roman Empire had any state been able to conquer and control a territory this large. ï‚ § Napoleon spreads the idea of nationalism. After Napoleon humiliated Prussia at Jena in 1806, German intellectuals began to urge resistance to Napoleon on the basis of German nationalism. The French conquest endangered the independence and achievements of all German-speaking people. Many saw France as an example of greatness attained by enlisting the active support of the entire people in the patriotic cause. Several reforms were made by the rulers of the surrounding conquered countries in order to stand up to Napoleon’s strength. ï‚ § These reforms spread enlightened ideas everywhere, outward from Napoleon, and into the rest of Europe. His rule inspired toleration, rationalism, and nationalism, and was the start of the modern European political and social era. As such a great influence, he is one of the greatest enlightened despots in history. IV. Conclusion Napoleon I rose to become an enlightened despot. As one, he implemented social, religious, and political reforms and policies that resulted in the accomplishment of abolishing the old regime, national loyalty to the state and its leader, and the imposition of the Napoleonic Code. He successfully made France dominant as a European power, and glorified himself and his nation. Through his rise and rule, he was able to implement absolute rule, rising far enough to become emperor of France, virtually unchallenged. As such, he made reforms inspired by the enlightenment, and ruled as despot of France, making changes to society, inspired by progressivity and rationality of the Enlightenment. Bibliography Kagan, Donald. The Western Heritage. 8th ed. Prentice-Hall, Inc., 2004. 668-76. Print. Coffin, Judith G. Western Civilizations. Fourteenth Edition. Volume 2. New York,NY: W. W. Norton Company, Inc., 2002. 710-720. Print. Napoleon Bonaparte 1769-1821. Napoleon I Bonaparte, Emperor of the French King of Italy. 2007. Solar Navigator, Web. 15 Dec 2009. http://www.solarnavigator.net/history/napoleon_bonaparte.htm.

Architecture of the Parthenon

Architecture of the Parthenon The era that one lives in is very advanced technologically and economically, yet nothing can surpass the creations that the Greeks built. When one thinks about ancient times we visualize uncivilized people who could never accomplish such great things as we have done when in reality it is us that could never accomplish what they did. There are many accomplishments that are associated with Classical Greece, one of the major ones is the Parthenon. The Parthenon played a key part in helping society discover that the Greeks were incredibly great with precise calculations, had unknown technology to create such buildings, and that this type of building is hard to recreate. The Parthenon set the stage for many buildings to come making it a very influential architectural building. Why was the Parthenon built to begin with? Well the answer isnt as complex as one may think. The Parthenon building served as a religious center where a large statue of the goddess Athena was located. The Parthenon was where the Greeks went to worship the goddess and provide thanks for what they had. The Parthenon had other purposes such as it being a fortress and a tourist stop. The Parthenon became a symbol of power for the Greeks, along with the sense of power a sense of nationalism increased. The Parthenon was a beautiful building to admire. What this building has showed us is that the Greeks were way ahead of their time period. In order to make such a temple, the architects must have ways to calculate very precise numbers and have machinery to place the columns on the building. Not only did this type of architecture require extreme precision, it also required of a great sum of money. At the time the predicted cost for a building like this was around 1,000 silver talents, which is around $57,600,000. This cost didnt only cover the Parthenon building, it also covered the price for the Athena Parthenos. According to Cartwright, the Parthenon was made beautifully on the outside but the meaningful part of it was the giant statue of Athena inside it. The Athena Parthenos was a huge statue that measured around 11.5 meters tall and was made out of gold and other expensive materials. The statue was worth more that the Parthenon itself. When one looks at the Parthenon one sees straight lines and columns, but the truth is that there is almost no straight lines in the Parthenon. The straight lines that we see are merely an optical illusion made by the architects that designed the Parthenon. The columns that we see on the building seem to be straight, but in reality if one is to look at the column going from the bottom to the top we would be able to see that the column starts off being narrow and as it reaches the center it grows wider, once it is headed to the top it narrows down again. This same rule applies to all of the columns placed. This type of precision would be difficult for this time period to achieve even with all the new technology, imagine how the Greeks must have struggled to build such a thing without having little to none of the technology we had. By having made such an amazing piece of architecture, including many more, it was logical for the Greeks to fell as if they were above every other civilization. They were proud of their culture and of their historical ideas. These types of achievements were what made them believe that their achievements would set the stage for generations to come. As the Greeks presumed, their architectural ideas did set the stage for centuries including our times. The Parthenon is a remarkable piece of architecture that is irreplaceable, not only because of the cost but also due to the fact that even if people now were to remake one, it wouldnt have the same impact as it would have centuries ago. The reason for this is that the Greeks had nothing to base themselves off of I order to create such a masterpiece, meanwhile we have their ideas to create our own and access to modern technology. Ancient civilizations may seem like nothing compared to what we have become over the years, but in reality they were incredibly influential in what we have become now and what will become of us in years to come. Works Cited Cartwright, Mark. Parthenon. Ancient History Encyclopedia, Ancient History Encyclopedia Limited, 28 Oct. 2012, http://www.ancient.eu/parthenon/ . Athena Parthenos by Pheidias. Ancient History Encyclopedia, Ancient History Encyclopedia Limited, 25 Jan. 2015, http://www.ancient.eu/article/785/ Fehlmann, Marc. As Greek as It Gets: British Attempts to Recreate the Parthenon. Rethinking History, vol. 11, no. 3, Sept. 2007, pp. 353-377. EBSCOhost, doi:10.1080/13642520701353256. Hadingham, Evan. Unlocking Mysteries of the Parthenon. Smithsonian, Smithsonian Institution, Feb. 2008, http://www.smithsonianmag.com/history/unlocking-mysteries-of-the-parthenon-16621015/ Hurwit, Jeffrey M. Beautiful Evil: Pandora and the Athena Parthenos. American Journal of Archaeology, vol. 99, no. 2, 1995, pp. 171-186., www.jstor.org/stable/506338. Nova. The Glorious Parthenon. Nova, Corporation for Public Broadcasting, 29 Feb. 2008, http://www.pbs.org/wgbh/nova/ancient/glorious-parthenon.html The Acropolis in Athens, Greece. Athens Greece Now, http://athensgreecenow.com/acropolis-athens-greece.php The Parthenon. Ancient-Greece, Ancient-Greece.org, http://ancient-greece.org/architecture/parthenon.html Tomlinson, Richard A. Review Article: The Acropolis and the Parthenon Perils and Progress? American Journal of Archaeology, vol. 100, no. 3, 1996, pp. 601-604., www.jstor.org/stable/507030.

The Development of Action in Kate Chopins The Storm Essay -- Chopin S

The Development of Action in The Storm "The Storm" by Kate Chopin is about a storm that passes through a coastal townin the Southern United States. The story charts the different phases of the storm, and then associates the character interaction with each phase. The tension between characters increases as the physical aspects of the storm become more violent. This essay will outline the development of the storm and coincide character relationships with the outline. The passing of the storm is the central action in The Storm and this essay will analyze the affect it has on the story as a whole. The storm is noted in the first line of the story. The stillness in the air alerted even Bibi, the boy, of the incoming weather. We find that both the boy and his father are worried about Calixta, the female head of the household. Bobinot is the husband and father. The mounting conditions make him think of his wife at home, and the sanctity of a strong marriage in contrast with the turbulence of a storm; he buys her a can of the shrimp that she is so fond of, a type of security for times when conditions are adverse. (Stanford, 665) Calixta is at home; her work has left her unaware of the gathering clouds. The next mention of the physicalities of the storm comes along with a stranger on a horse. The reader learns that the animals are huddled away from the storm, leading one to believe that the sense of changing weather is instinctual and that creatures will behave instinctually. Just as the stranger is to voice an opinion that would break a dangerous chain of event ... ...ions were perfect for a storm. Chopin does show humans with power over these conditions, when Alcee must fight his instinctive desires and leave Calixta for example, even though in most respects she treats the lustful urges encountered by Calixta and Alcee as uncontrollable and unavoidable as a storm. Chopin wanted to show that human nature is still a part of nature and that humans still must cater to Mother Nature s whims. The storm in this story is not essential for Chopin to get her point across, though it is a very strong backbone to carry her idea. She could have chosen several natural occurrences. Storms are traditionally literarily friendly and that humans have a certain fascination with storms. In closing, the different phases of the storm in this story is a good guideline for matters of the heart.

Roland Barthes :: Rhetoric of the Image

Roland Barthes The work of Roland Barthes (1915-80), the cultural theorist and analyst, embraces a wide range of cultural phenomena, including advertising, fashion, food, and wrestling. He focused on cultural phenomena as language systems, and for this reason we might think of him as a structuralist. In these notes, I provide a short profile of this influential figure, together with a synopsis of his seminal essay, "Rhetoric of the Image," a model for semiological analysis of all kinds. * * * * * This cultural theorist and analyst was born in Cherbourg, a port-city northwest of Paris. His parents were Louis Barthes, a naval officer, and Henriette Binger. His father died in 1916, during combat in the North Sea. In 1924, Barthes and his mother moved to Paris, where he attended (1924-30) the Lycee Montaigne. Unfortunately, he spent long periods of his youth in sanatoriums, undergoing treatment for TB. When he recovered, he studied (1935-39) French and the classics at the University of Paris. He was exempted from military service during WW II (he was ill with TB during the period 1941-47). Later, when he wasn't undergoing treatment for TB, he taught at a variety of schools, including the Lycees Voltaire and Carnot. He taught at universities in Rumania (1948-49) and Egypt (1949-50) before he joined (in 1952) the Centre National de la Recherche Scientifique, where he devoted his time to sociology and lexicology. Barthes' academic career fell into three phases. During the first phase, he concentrated on demystifying the stereotypes of bourgeois culture (as he put it). For example, in Writing degree Zero (1953), Barthes examined the link between writing and biography: he studied the historical conditions of literary language and the difficulty of a modern practice of writing. Committed to language, he argued, the writer is at once caught up in particular discursive orders, the socially instituted forms of writing, a set of signs (a myth) of literature--hence the search for an unmarked language, before the closure of myth, a writing degree zero. During the years 1954-56, Barthes wrote a series of essays for the magazine called Les Lettres nouvelles, in which he exposed a "Mythology of the Month," i.e., he showed how the denotations in the signs of popular culture betray connotations which are themselves "myths" generated by the larger sign system that makes up society. The book which contains these studies of everyday signs--appropriately enough, it is entitled Mythologies (1957)--offers his meditations on many topics, such as striptease, the New Citroen, steak and chips, and so on.

Hard Times and Wuthering Heights Essay -- Comparative, Dickens, Brontë

The nineteenth century saw rapid development and reform across the whole of the country; with the Industrial Revolution transforming life in Britain. For working class women life was an endless struggle of passivity and labour; as soon as they were old enough they worked on farms, in factories or as servants to the middle classes (Lambert, 2009). For women in general, life was oppressive; constantly overshadowed by the male gender who were considered dominant leaders. In a Victorian household, the male was head of the family; his wife and children respected him and obeyed him without question. This critical analysis of two nineteenth century novels - Hard Times by Charles Dickens and Wuthering Heights by Emily Brontà «, will discuss the representation of the two female protagonists in the context of the Victorian period and question whether they do indeed portray an endless struggle for survival and independence. When considering representation, the ways in which the authors choose to portray their characters can have a great impact on their accessibility. A firm character basis is the foundation for any believable novel. It is arguable that for an allegorical novel - in which Hard Times takes its structure, Dickens uses an unusually complex character basis. The characters in Hard Times combine both the simplistic characteristics of a character developed for allegorical purposes, as well as the concise qualities of ‘real’ people (McLucas, 1995). These characters are portrayed to think and feel like we as readers do and react to their situations in the same way that most of us would. Such attributes are what give the characters life and allow us to relate to their decisions. In Hard Times Charles Dickens portrays Louisa Gradgrind... ...rd Times and Brontà « in Wuthering Heights represent their protagonists as struggling to overcome oppression in order to survive as independent females. The struggles faced by the females provide similarities as well as contrasts to their literary counterparts. On one hand you have Louisa, corrupted by her father and never allowed to imagine or be free; and on the other hand you have Catherine, corrupted by her own aspirations and social constraints. Although Catherine does - for a short period of time, achieve some independence, she is destined to retain her traditional role of passive and dependent female; thus inevitably losing in her struggles. In contrast, Louisa faces similar struggles in the fight for the survival of her inquisitive mind; but she ultimately wins her battle against her ‘fact-loving’ father and in doing so, establishes herself as an individual. Hard Times and Wuthering Heights Essay -- Comparative, Dickens, Brontà « The nineteenth century saw rapid development and reform across the whole of the country; with the Industrial Revolution transforming life in Britain. For working class women life was an endless struggle of passivity and labour; as soon as they were old enough they worked on farms, in factories or as servants to the middle classes (Lambert, 2009). For women in general, life was oppressive; constantly overshadowed by the male gender who were considered dominant leaders. In a Victorian household, the male was head of the family; his wife and children respected him and obeyed him without question. This critical analysis of two nineteenth century novels - Hard Times by Charles Dickens and Wuthering Heights by Emily Brontà «, will discuss the representation of the two female protagonists in the context of the Victorian period and question whether they do indeed portray an endless struggle for survival and independence. When considering representation, the ways in which the authors choose to portray their characters can have a great impact on their accessibility. A firm character basis is the foundation for any believable novel. It is arguable that for an allegorical novel - in which Hard Times takes its structure, Dickens uses an unusually complex character basis. The characters in Hard Times combine both the simplistic characteristics of a character developed for allegorical purposes, as well as the concise qualities of ‘real’ people (McLucas, 1995). These characters are portrayed to think and feel like we as readers do and react to their situations in the same way that most of us would. Such attributes are what give the characters life and allow us to relate to their decisions. In Hard Times Charles Dickens portrays Louisa Gradgrind... ...rd Times and Brontà « in Wuthering Heights represent their protagonists as struggling to overcome oppression in order to survive as independent females. The struggles faced by the females provide similarities as well as contrasts to their literary counterparts. On one hand you have Louisa, corrupted by her father and never allowed to imagine or be free; and on the other hand you have Catherine, corrupted by her own aspirations and social constraints. Although Catherine does - for a short period of time, achieve some independence, she is destined to retain her traditional role of passive and dependent female; thus inevitably losing in her struggles. In contrast, Louisa faces similar struggles in the fight for the survival of her inquisitive mind; but she ultimately wins her battle against her ‘fact-loving’ father and in doing so, establishes herself as an individual.

My Last Duchess Analysis Essay

The speaker can be seen as both a villain and lover of great art, but which is his true identity? In â€Å"My Last Duchess†, the duke’s deplorable wickedness makes the split between moral judgment and our actual feeling for him especially apparent. The effect created by the tension between sympathy and judgment is a striking characteristic of dramatic monologues. Throughout the poem, the Duke’s poise and wonderful taste for art makes the reader take on a sympathetic attitude toward the Duke. When the Duke shows his power and desire to control, however, we begin to question the Duke’s character and judge his motives. The way the reader perceives the Duke changes the reader’s perspective on the poem and situation of the Duke, yet Browning’s reasoning for doing this is inconclusive. Upon first reading, the poem struck us as if we should have some sort of sympathy for the Duke due to his truly genuine admiration towards his pieces of art, â€Å"I call/That piece a wonder, now: Fr Pandolf’s hands/Worked busily a day, and there she stands† (lines 2-4). We see how insanely egotistical the Duke is in lines 32-35, â€Å"as if she ranked/My gift of a nine-hundred-years-old name/With anybody’s gift. Who’d stoop to blame/This sort of trifling? †, yet we cannot help but admire him. His flawless manner, impeccable taste, and admiration for the arts come together to astound both the envoy and us. The Duke describes the portrait in great detail and emphasizes the ease and intensity in which it was painted, â€Å"depth and passion of its earnest glance† (line 8). Only someone who sincerely admires such great work would be able to tell the nuances in stroke of the painting itself. As the poem progresses, we increasingly learn more about the Duke. We begin to understand the thoughts, feelings, and potential motives of the Duke which give the reader a sense of sympathy for him, â€Å"Oh sir, she smiled, no doubt/,Whene’er I passed her; but who passed without/Much the same smile? † (lines 43-45). The more one gets to know a person, the more one relates to him or her; this is exactly what happens in the poem. The Duke increasingly tells the reader about his life and situation, and the reader feels as if he or she understands him more and more. The Duke explains how he felt as if he was not special to the Duchess. He felt as if she saw him as any other man, â€Å"She thanked men,—good! but thanked/Somehow—I know not how† (line 31-32). As we come to the ending of the poem for the first time, the reader feels nothing but sympathy and understanding for the Duke, but in the very last line, â€Å"Which Claus of Innsbruck cast in bronze for me! † we are struck by the spite hidden in his last statement. While on his way back to the party with the envoy, the Duke points out the statue of Neptune. This is just one of the many references the Duke makes that portrays his love for always being in control. After reminding the envoy of how his new bride shall be his own, â€Å"Though his fair daughter’s self, as I avowed/At starting, is my object. † (line 52-53), the envoy tries to get away from the situation in which the Duke has put him. But, rather than letting the envoy leave, for this would disrupt the Duke’s power of control, the Duke insists that they return to the party together, â€Å"Will’t please you rise? We’ll meet/The company below, then. † (Lines 47-48). While on the way back to the party, the Duke points out the bronze statue of Neptune as his leaving remark. It is no coincidence that the last piece of art the Duke refers to is that of Neptune, God of the Seas, controlling a seahorse. As if the Duke had not already pushed his need to control onto the envoy, the Duke completes the poem by leaving the envoy with a last â€Å"hint† of what control the Duke thrives off of. The overwhelming sense of control that the Duke presents especially when he states, â€Å"I gave commands; Then all smiles stopped together† (lines 45-46), causes the reader to suspend moral judgment upon the Duke. Having the Duchess as a painting instead of a person, appeases the Duke’s desire to control. The Duke explains how he felt as if he did not have proper control over her when she was alive, but now that he has her in a painting, controlling her is easily done, â€Å"This grew; I gave commands;/Then all smiles stopped together. There she stands/As if alive. † (lines 45-47). She is trapped in the frame of the painting, underneath the curtain that only he can draw. When the Duke begins to describe how unpleased he was that the Duchess was, â€Å"too soon made glad† (line 22), we begin to question what really happened to the Duchess. The Duke even indicates the relative subordination of the Duchess to himself throughout the poem, confirming his need to control, â€Å"and if she let/Herself be lessoned so, nor plainly set/Her wits to yours, forsooth, and made excuse,/—E’en then would be some stooping; and I choose/Never to stoop. † (lines 39-43). We judge the Duke because we prefer to participate in his power-ridden manifestation that he exhibits to the envoy. The Duke even allows himself to assure that the new bride herself, not the dowry, is of course his object, â€Å"Though his fair daughter’s self, as I avowed/At starting, is my object. (line 52-53). Here, one side of the Duke’s nature is taken to its furthest limit. The need to judge the Duke is taken into full consideration when we see how controlling yet put together the Duke seems to be. The reader is constantly torn between feeling sympathy for a true lover of the arts or judging a villain who killed his own wife. One can see how Browning leaves the poem with many ambiguous points, causing the reader to interpret the meaning of a situation. Browning writes the poem in this way in order to make us relate to the Duke. Throughout the poem, the reader can see how the Duke values aspects of his life that he can control. The Duke continuously wants control over his women, art, and nearly everything else in his life. By leaving uncertainty in the poem, Browning leaves us wanting to fill in the blanks, essentially controlling parts of the poem and even the outcome. The major scene in which Browning does this in the very beginning of the poem, â€Å"That’s my last Duchess painted on the wall,/Looking as if she were alive. † (lines 1-2). By simply including the word â€Å"looking†, Browning leaves the reader in question. Is she â€Å"looking† as if she were alive because she is no longer alive? And if so, what happened to her? Did someone kill her? Who killed her? Did the Duke kill her? Did he kill her because she never saw him as anything better than they men she met every day? Or, is she â€Å"looking† as if she were alive because the painting is so amazing? Is he just admiring the realism that Fr Pandolf portrayed in the portrait of the Duchess? These are just some questions that reader may imagine with the vagueness that Browning implements throughout the poem, leaving the reader to interpret the Duke’s situation however they like. Browning’s monologues plunge the reader into a world where every statement must be taken with a grain of salt. None of the Duke’s statements are considered trustworthy; therefore, we are continuously on guard, ready to protect ourselves and more importantly our moral sense. The Duke could even be considered somewhat of a liar. However, we do realize that the Duke often attempts to stretch the truth and use his words to alter his listeners’ perception of and attitude towards certain things, most notably the speaker himself. This style of writing allows for the speaker to have a certain amount of control over the language of the story as well as the world that the speaker presents in the story. Although this is true, there is always some disruptive force that can potentially torment the speaker’s purposes, ultimately transforming the life of the story.

A&P and Greasy Lake

Greasy Lake by T. Coraghessan Boyle and A&P by John Updike are both stories about coming of age. Over the generations there have been many changes. In these two short-stories it proves that, although it takes place in different generations, coming of age is still a time to prove one’s self. A&P is about a nineteen-year-old boy that works at a local grocery store. The main character, Sammy, stands up against his manager in an attempt to defend and hopefully impress the girls he was attracted to, who were not â€Å"decently dressed. Greasy Lake on the other hand is told from the narrator’s point of view, about several nineteen years old boys who play a prank on a â€Å"bad† character and experience what bad characters are capable of doing. For the narrator and Sammy they realize their lack of infantility after their conflicts with other people in the stories. In Sammy’s case, â€Å"enraged that Lengel has humiliated the girls†, he quits his job tryin g to defend and impress the girls. The girls just ignore Sammy and leave the store after all of the arguing had died down. Sammy is then left by himself, without a job and without the girls. When he looks back at the store from outside, â€Å"[his] stomach kind of fell as [he] felt how hard the world was going to be to [him] hereafter. † Obviously, he is feeling a sense of regret when Sammy mentions the hardship in his life after he quits his job at the grocery store. The narrator in Greasy Lake also learns a lesson for the story. He learns that one’s appearance does not represent one’s true self. Three of the â€Å"dangerous characters†, including the narrator and his friends, â€Å"drive out to scum-and refuse-clotted Greasy Lake in search for action. †

College Education Essay

In his essay entitled â€Å"How to Get a College Education†, Jeffrey Hart described the negative effect of Allan Bloom’s book The Closing of the American Mind on his Dartmouth freshman composition course students. These students, Ivy-leaguers and top test scorers, disliked the book’s criticism of their mentality but at the behest of Hart’s impromptu oral quizzing, could not adequately discuss historical figures and events. Although Hart’s freshman class realized the gaps in their education, Hart asks what a real college education is, deplores the advent of specialization, and discusses what does or does not constitute real education. Hart’s concern with education lies with the end result: to produce a citizen. But while Hart gives excellent examples for what subjects he thinks constitute a real education in light of telos, a goal, he implies, rather than specifies, that such an education must cater to proactive, independent thought over ideologically based curriculum and courses. It is through well-rounded, balanced independent thought, Hart argues, that a citizen who can â€Å"recreate his civilization† be made. In the first example, Hart names a curriculum engaged in â€Å"so-called post modernist thought† as something to avoid. It is one of the three â€Å"intellectual fads†, in which the use of the word â€Å"fad† describes a fashionable conduct as enthusiastically followed by a group. This way, Hart indirectly refers to post modernist thought as ideological and lacking in independent thought. The second â€Å"fad† refers to Affirmative Action, which Hart describes as an â€Å"ethos† or â€Å"mentality†. â€Å"Ethos† describes the disposition of a culture or a group, and â€Å"mentality† refers to the set of a person or a group’s mind; and both words conjure a certain blindness that Affirmative Action is supposed to fight. Again, Hart reflects on the dearth of nuance and consideration in such courses. Thirdly, Hart directly mentions ideology when he writes about Marxism, victimology, and identity politics, in which â€Å"scholarly pursuit† is put aside in deference to â€Å"’Studies’ programs†. Hart calls many of these courses â€Å"nonsense† and â€Å"distraction†, but fails to directly write that the single underlying theme of such courses is that because they operate under an ideology, they do not foster free thinking and independent rationality. Hart underlines his position for independent rationality by going on to discuss courses and curricula that he thinks support the end goal of citizenship. Rationality is implied when Hart takes on the subject of requiring a student to know and understanding themes in civilization, a task that maneuvers beyond mere adherence to ideological standards. The student must know his civilization: â€Å".. its important areas of thought, its philosophical and religious controversies, the outline of its history and its major works. The citizen need not know quantum physics, but he should know that it is there and what it means. Once the citizen knows the shape, the narrative, of his civilization, he is able to locate new things — and other civilizations — in relation to it. † By referring to controversies, major works, and narrative, Hart’s stance on education is of well-roundedness, independent thought, and being comfortable on differing sides of issues—a stance not suitable to the ideologically minded. Hart makes connections to Athens and Jerusalem in order to outline how a student may develop her college education. Both Athens and Jerusalem were and are centers of independent thought. Athens refers to the ancient Greek capital in which rational thought, philosophy, and democracy were birthed; it was the birthplace of philosophers such as Socrates, Plato, and Aristotle: Of things useful and necessary only those that are free should be taught, and the young should partake in nothing of a vulgar, mechanical sort or that will render body, soul, or thought unfit for virtue. (Philips 154). Jerusalem, since the reign of Solomon, has been the spiritual capital of three major religions in the world today. Independent thought emerges out of Jerusalem in the guise of Abraham who sought argument with God, and Jesus, who argued and fought with the spiritual leaders– priests and scribes, or Pharisees and Sadducees—of his day (Columbia). A student, dynamically engaged with both scientifically rational and enlighteningly spiritual sides, can succeed in mastering themes of his or her civilization with independence of thought rather than subsisting on an ideological track. Such a student would be able to carve for him or herself a true education with a goal of not being simply educated, but a goal of becoming an involved, active citizen of society, and of a civilization. Hart discusses China as a final example to his essay. Hart reminds us that one could consider China, who has lacked the dynamic interaction between science and spirituality, and who is world renowned for its collectivist culture, one in which independent thought is frowned upon. Again, Hart does not directly mention this, but references it with mentioning China with its â€Å"symbols†: Great Wall and Forbidden City. REFERENCES Jerusalem. The Columbia Encyclopedia, Sixth Edition. 2007. Philips, Peter L. The Politics of Aristotle. University of North Carolina Press, 1997

Art Appreciation Essay

Ancient art is art from cultures of ancient societies such as China, Rome, Greece and Egypt and most of these types of art shows gods, goddesses and pharaohs. The Egyptian art work is usually clear and simple that is put together with simple lines and flat areas of color that show order and balance. Most of the art from china show religious rituals and geomancy and it also shows continuity between ancient and modern times. Greek art has a lot of pottery, sculpture and architecture art and are will known for its standing figures. Roman art seems to show beauty and nobility with an expression of life-like qualities. The first painting is by Lorenzo Lotto and is called Venus and Cupid and is oil on canvas painting and shows Venus sitting on a dark blue satin cloth with her weight resting on her arm. Her color is a pretty off white with a ribbon around her chest called diaphanous stophein which is worn by new brides. There is a brown shell hanging above her head which represents her birth from the sea and the flowers shown on the bottom half of her body represent a symbol of love. The head dress she is wearing is decorated with gems and pearls that rest perfectly on her red hair. She is holding a wreath with incense burning while cupid is peeing through the wreath towards her. Cupid is a short figure with wings on his back with brown curly hair with a devilish look upon his face. The room has red cloth drape upon the back wall that accent the painting with all the other colors in harmony. This artist was portraying love and marriage and the room was more than likely a bride’s chamber in this two dememenional piece of art and is representational of sexuality, vitality and happiness. This piece could be a little controversial and is truly in the eyes of the beholder. Cupid and Venus. (n. d. ). Retrieved from http://www. wtfarthistory. com The second painting is by Paul Gauguin which is oil on canvas painting with stretch wood and is called Ia Orana Maria (Hail Mary) which was inspired by Polynesian religious beliefs and is of an angel who revealed Mary and Jesus who are Tahitian to two other Tahitian women. Mary is wearing a red dress with flowers and Jesus is sitting on her shoulders naked and the two of them seem to have a halo around their heads. The other two women are shown looking at Mary and Jesus with wraps around their lower bodies and the upper half is exposing their breast. The painting have a jungle like atmophere with flowering trees and a dark blue path and emerald green with the foreground and bananas of the left of Mary. This two demensional piece is representational of religion, mystery and revelation and of the Tahitian culture. This piece is very colorful with reds, blues, greens and yellows that come together beautifully.

Individual project 3 Essay Example | Topics and Well Written Essays - 1250 words - 1

Individual project 3 - Essay Example Study also focuses on political, cultural and religious factors that affect these countries expand EduTots. Infrastructure and Ability to Expand Infrastructure in France is the very complex infrastructure of world. In France, transport system is very good, and it is even possible in rivers. Railway network is also being developed, and there are almost 31,939 km of railways in country. River in heavy use and about 47 % of rivers are in use. Number of airports in France is 474. As infrastructure of France very well, so, country has opportunity to make distribution of country very well (Barron Berger and Black 2004). Advertising media in France are very advanced, and media is very successful. Due to increasing competition, companies in France to pay more attention to advertising, so would be suitable for EduTots to market your product in France and to promote the better way. Competition in France is very high, and thus, company has gained the advantage that country may well priced produ cts EduTots. Infrastructure in Ireland not put the lot of space, and country has been making continuous efforts to develop its infrastructure. Irish roads are below average and people filling almost every day. Transport system in Ireland depends on car, percentage of freight traffic on roads is 86 %, and passenger traffic is 97 % (Zhihong & Fang 2011). Road network in Ireland is about 87,034 km .Infrastructure as Ireland is not very structured and established, therefore, distribution system may be ineffective. To ensure good distribution system, it is necessary that company should have the developed infrastructure. Capacity of the Education Systems Company is not very established and therefore with respect to advertising industry in France has not been developed much. Toy industry is not much established in Ireland, so competition is low and country cannot properly price products EduTots. France education system is highly developed, and literacy rate is very high in France. Number o f people who go to school in France is 82 %, and developed teaching methods. Education system in Ireland is not strongly established, and rate illiteracy Ireland is 34 % (Grossman 2008). Standard of education in Ireland is not very high, but it is not even much lower. It can be concluded from system education two countries, system has ability to France education use products EduTots. Impact of Cultural, Religious, or Political Situation To integrate the active part in learning process, the group of teachers in school system of Philadelphia society created to address this market. This company was named EduTot. EduTot worked with developmental psychologists and experts in educational toys and games, to develop the set of layers of educational toys and games, which included the series of software modules. EduTot decided to expand its activities at international level , while recognizing that markets outside United States may have same need for products that include playing in learning process , to stimulate children's education K - 12 to go 6 (Kim 2003). Global expansion completely transformed life and performance EduTot. world has become all rewarding and challenging place to work with cultures, peoples and systems. World watched spread EduTot United States and then in developing countries. To this end, it has become necessary for almost all businesses working on their first place, and when they have enough control over their region of origin, they must go to national and international. It is need of