Argumentative Essay on Retirement Age

Retirement Age: When? The situation concerning the retirement age is very different in different parts of the world. Some people at the age of 70 or 80 are still in working process, they are taking care of their families, countries and business companies. The situation with the other people is different. They are fit and have good health but, in accordance with the national law regulations they have to retire much earlier. Below I’d like to discuss the dilemma concerning whether people have to have the right to work as many years as they want OR they should be retired at the fixed age. First of all we will talk about those people who would like to work as long as they need. There are actually several forcible arguments which to satisfy their needs. To begin with, it is necessary to say that there are older employers who possess profound knowledge and rich experience which is precious for the business process and it will be a huge loss if such people will be forced to retire. The other good point if that the older employers are more loyal and they have more willing to put company policies into practice in contrast to the younger employers. One of the most important things about the retirement of older people is the way our society treats them. The thing is that once you made someone to retire at the age of 60 or 65, it means you do not value the contribution of these people into the life of the society. However, to allow people to work as long as they need is not always that good. Age cannot guarantee good abilities. For example, some younger employers may have much more experience and cleverness than the older people who have spent almost the whole their life working in one and the same are. The other point is that many people having an opportunity to work as long as they are willing to will continue to work because they simply didn’t plan anything else for their life. Thus, company won’t be provided with new ideas that young employers can offer. One more point lies in the fact that older people need to be provided with the guarantee of generous pensions in order to have an opportunity to enjoy the freedom they got. Nowadays there is

An Argument for Morality a Critique Free Essays

A New Argument for Morality: A Critique The Prince, one of the first works of modern philosophy, was written in the genre of political doctrine: the Mirror of Princes. This style was reflected in the works of many writers of antiquity, such as Seneca and Isocrates, extending as far back as to the apices of traditional Western culture and civilization in Rome and Greece. As The Prince derives its thought from classical roots of political thought, its originality is questionable. We will write a custom essay sample on An Argument for Morality: a Critique or any similar topic only for you Order Now The third chapter of The Prince was the foundation of Rafael Major’s argument in A New Argument for Morality as it is â€Å"a kind of intellectual cornerstone for all modern political thought. † It must be analyzed in an attempt to evaluate the moral teaching of the entire book. It remains one of the only places in the book to describe the actions of the prince to be limited and guided by natural necessities and desires. Through the observance of this chapter, Machiavelli must be compared to the writers of antiquity to heighten awareness of his lack of originality. We are forced to re-examine both the â€Å"realism† exuded in The Prince and the â€Å"idealism† Machiavelli so opposed in the ancients as he himself claimed that they also taught many of the same lessons found in his book. Also read this  Critique of Stuff Is Not Salvation Through such examinations, we must ultimately judge the character of Machiavelli’s pursuit to expose the â€Å"harshest truths of political life. † However, one must begin by revisiting the actual thoughts of antiquity, its neglected realism, and supposed â€Å"idealism. † Major accomplishes this by composing a parody of The Prince by concatenating many sources of ancient texts regarding political philosophy into a work closely resembling the teachings in The Prince. For instance, in Plutarch’s history of Crassus it is written: â€Å"We should not worry too much about being feared because many have been feared and popular-but being feared is more powerful even when not popular,† which bears a resemblance to Machiavelli’s claim that â€Å"one should like to be both [loved] and [feared], but as it is difficult to bring them together, it is much safer to be feared than to be loved if one of the two has to be lacking. † As such an example of a passage from one of the ancient authors indicates, many of them were completely aware of the realism associated with political life. Thus, Major concludes that Machiavelli’s assessment of human nature does not suggest original thought and that Machiavelli possessed no more realism than any other classicist author. From the suitable extrapolations from ancient works of literature in Major’s parody, one can well be convinced of his reasonable claims. His examples are varied and many; they are not solely the works of a few authors. Whereas Machiavelli was too selective in the historic examples that he employed, Major has implemented as many as would make one think that he was not being selective. The crux of Major’s evaluation of the moral teaching of The Prince rests in the third chapter. In order to benefit from Machiavelli’s â€Å"moral suasion† it is imperative that one understands this chapter, which begins with the assertion of â€Å"two fundamental truths or natural conditions of political life in newly acquired characteristics. † The first natural difficulty is that in every principality, there are citizens who would willingly take arms up against their prince in the belief that they would fare better with a new prince. Machiavelli suggests that being cruel is a â€Å"natural† necessity in order to maintain the stability of a state. Major contradicts this assertion through a magnification of the first passage of chapter three. The obscurity of Machiavelli’s language makes it â€Å"impossible to discern that the second natural and ordinary necessity has even been specified,†as â€Å"the reader is only told that the second necessity of political life ‘requires that one must always offend those over whom he becomes a new prince. † The rest of the chapter, however, seems to indicate that the second natural and ordinary necessity must be similar to self-defence. The threat of inevitable foreign invasion establishes the necessity of preservation of one’s state by â€Å"necessary immorality. † Chapter three also introduces a change in perspective from an individual prince to the Romans. Machiavelli exemplifies the Romans as the standard for a wise prince, who ought to anticipate all present and future troubles; this is his foundation for all wise judgement. However, the Romans also had to anticipate foreign threats; thus all cruelty is excusable under the necessity of protecting themselves. Self-defence from an invasion is both a response to classical and Christian moral thinking, according to Major. It can become a â€Å"limitless licence of action,† though only prudence and vigilance offer true protection from the â€Å"natural difficulties of political life. † At the heart of Machiavelli’s political philosophy is the solution to such difficulties of political life: moral eaching. But the writers of antiquity, though they were realistic, envisioned an order of morality, that, according to Major, offers hope that a non-Machiavellian approach to politics exists. Rafael Major was effective in proving his thesis. Every one of his claims had textual evidence, specifically from The Prince, as support. The selection of textual support was indeed diverse; one would not be able to accuse such a varied source of texts as be ing selective. His argument was uniform and consi tent. Thus, I am convinced of the justice of his assertions. ——————————————– [ 1 ]. Rafael Major, â€Å"A New Argument for Morality: Machiavelli and the Ancients,† 53. [ 2 ]. Major, 52. [ 3 ]. Major, 54. [ 4 ]. Niccolo Machiavelli, The Prince, in The Prince and Other Writings, trans. Wayne A. Rebhorn (New York: Barnes and Noble Classics, 2003), 71. [ 5 ]. Major, 55. [ 6 ]. Major, 57. [ 7 ]. Machiavelli, 10. [ 8 ]. Major, 57. [ 9 ]. Ibid. 58. [ 10 ]. Ibid. 58. How to cite An Argument for Morality: a Critique, Essays

The Crucible Theme Essay Research Paper Pandemonium free essay sample

The Crucible Theme Essay, Research Paper Chaos runs rampant, and suppressed kids shout out enchantress. Scenes such as these from Arthur Miller s play The Crucible, provides a fictional word picture of the ill-famed 1692 Salem, Massachusetts, enchantress tests. During the drama, the full community suffers from the mass craze that starts with a few immature misss dancing in the forests. When the misss are inflicted with unnatural unwellnesss and jobs, the community assumes that witchery is involved. After many accusals, tests, and executings, the community s crazes eventually ends. Certain characters fight their ain internal conflicts against the background of an full community in chaos. Miller uses three characters who clearly manifest this internal conflict. First, Mary Warren s whole personality turns upside down when she is lacerate between stating the truth and lasting the tests. John Proctor is the following who is forced to contemplate a pick between the importance of his household and his ain name. We will write a custom essay sample on The Crucible Theme Essay Research Paper Pandemonium or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The 3rd, Reverend Hale, battles with himself about whether or non to transport out his occupation demands or to make what he knows is right. All three characters face hard picks that are eating off at each one s scruples. Should they make what they believe is right, or what will assist them last the enchantress tests? Each character and state of affairs is alone, get downing with Mary Warren. Inner convulsion plagues a miss named Mary Warren, house retainer to the Proctors, throughout the drama. When Mary foremost appears in the beginning of the craze, the reader perceives her to be a really diffident miss who will neer talk her head. She is afraid to stand up to Abigail and state the truth about what truly happens in the forests the dark Reverend Parris catches them dancing. What happens in the forests is more than merely dancing, though. Abigail makes life menaces against all the misss involved in the dance, frightening Mary Warren. This submissive feature besides shows itself when John Proctor comes to Reverend Parris s house to state Mary to travel place and have no portion in all this bunk. As before, she is afraid to talk her head to John Proctor and responds to his orders with I m merely traveling place ( 21 ) , connoting to the reader that she is making what he wishes because she is afraid to talk her head. As the drama continues and as Abigail influences her, Mar y begins to interrupt this self-restricting cast and does what she wants in respect to the Proctors and herself. Mary Warren, along with many other misss, becomes enthralled in the ballyhoo of acquiring all the attending from the community and exerting power through initiating and stubbornly go oning these enchantress tests. When John Proctor eventually shows that when people like Rebecca Nurse and Elizabeth Proctor, who are the saintliest of people, stand accused of practising witchery that something must be incorrect, it affects Mary s function. When John inquiries Mary after her twenty-four hours as an functionary of the tribunal, she tells him she [ Goody Osborne ] tried to kill me many times ( 57 ) . After stating this, Mary so realizes that her whole mentality on life bases on unfairness and faces a hard determination. This proves true when she begins sobbing and calls out in guilt, Goody Osburn- will hang! ( 56 ) . Reluctantly, she must make up ones mind how she can untangle herself from Abigail and all her friends, non to advert her new feelings of assurance. Mary decides to talk out against Abigail and the others for their false accusals after John Proctor threatens her. Yet, as Mary does this heroic act of get the better ofing her old world, Abigail pretends that Mary is besides a enchantress, ironically utilizing the same cramp of tantrums that Mary uses during the tests to convict so many others ( 108 ) . Mary now faces yet another grueling internal struggle. Should she make what she knows is right and likely dice for it or return to her old ways? Mary eventually succumbs to Abigail s hypnosis and accuses John Proctor of coercing her to lie. Clearly, the conflict that Mary Warren faces from the really beginning is tremendous. She must cover with the determination of life and decease. She has the pick to state the truth and dice, or to lie and populate. This determination is similar to the agonizing internal struggle that John Proctor suffers throughout the drama. John Proctor, like Mary Warren, besides faces interior convulsion. A husbandman and small town common man in Salem, John commits criminal conversation with Abigail and has perfectly no purposes of fall ining the enchantress test unless his pregnant married woman should besides go involved. This involuntariness in John to fall in the tribunal proceedings shows when his married woman attempts to convert him to travel to the tribunal and allow them cognize Abigail is a fraud. He loftily tells her, I ll think on it ( 53 ) . After his married woman becomes involved, John can non accept the fact that she may decease for his wickedness of criminal conversation so that Abigail may be pacified. John is an unsloped and dignified adult male and because of these features, he believes at foremost he can non hang and decease a sufferer for his God when he has this wickedness of criminal conversation looming over him every waking minute. John subsequently says to Elizabeth when they discuss what he is traveling to make about the accusals made against him that, My honestness is broke, Elizabeth ; I am no good adult male. Nothing s spoiled by giving them this prevarication that were non rotten long earlier ( 136 ) . John eventually reaches the critical determination to squeal to hex trade and unrecorded, instead than decease for something he has non done. Even though, John confesses, he does non let Danforth to officially document it. When Danforth asks him why, John calls, Because it is my name! Because I can non hold another in my life How may I live without my name? I have given you my psyche ; go forth me my name! ( 143 ) . John feels strongly about holding a good name and non deceasing with a dirty name. John weighs both sides of his internal struggle and realizes that he must non do another error. He, hence, sentences himself to decease, non for his ain interest, but instead for the interest of others. As John dies, Elizabeth weeps stating, He hold his goodness now. God forbid I take it from him! ( 145 ) . When Elizabeth says this, it proves that John is a dignified and unsloped adult male who tries to happen a manner to get away his wickedness of criminal conversation which causes him internal struggle. The grounds shows that throughout the drama John still feels guilty about Abigail and feels responsible for his married woman s strong belief of being a enchantress. By leting himself to hang without confession, he allows himself to derive peace by go forthing his household with a good name. Almost everyone in the community feels some type of duty that connects to the strong belief of some of the occupants of Salem. This internal struggle is apparent in Reverend Hale whose probe causes these jobs to leap from merely dancing in the forests to witchcraft. At first, Reverend Hale is certain about his belief that there are enchantresss in Salem and feels that he needs to transport out the desires of God himself. Yet, as the drama moves on and Hale sees all these honest and up-standing people being sentenced and executed, he besides feels an interior struggle. He contemplates whether to make what he is sent to make, listen to Danforth, or listen to his ain scruples and denounce these proceedings as unfair and incorrect. Hale decides to help all the people wrongly accused by promoting them to squeal and salvage themselves from these false proceedings. Hale, trying to atone his ain wickednesss by seeking to do people confess provinces, I come to make the Satan s work. I come to advocate Christians they should contradict themselves can you non see the blood on my caput! ! ( 131 ) . This shows that he is experiencing the effects of his interior struggle because he is seeking to decrease the feelings of guilt he is sing. Hale overcomes his convulsion by following the truth he knows in his bosom to be right. Yet, he is reding people to predominate upon your hubby to squeal ( 132 ) and says, God damns a prevaricator less than he that throws his life off for pride ( 132 ) . He besides convinces people to lie, which is against his faith and considered a moral wickedness. However, he decides that earthly life is a greater gift than ageless life. Reverend Hale faces with many hard determinations. The determinations of Reverend Hale are similar to many people s determinations. Everybody throughout his life may confront interior struggles. Although the interior struggles of today are nil like what Mary Warren, John Proctor, and Reverend Hale face during this drama, they are forced to do a determination based on what they think is right and true. Should they allow guiltless people die to salvage themselves, or should they let their ain persecution by denouncing the proceedings and perchance hold a opportunity of salvaging some of the inexperienced person, is the inquiry they must inquire themselves. These three characters likely face the most hard determination they have of all time made in their lives. They must weigh their picks carefully and make up ones mind where they stand. Deciding where they stand is non as easy of a undertaking, as it may look. Mary Warren who feels burdened with this truth and cognition but is scared of what might go on if she speaks. Ultimately, she comes to the determination to take life with convulsion over decease. This is besides seen in John Proctor who is forced to take between his good name that accompanies decease or a life with sorrow and convulsion. He decides that he would instead decease a immature adult male with a good name than an old adult male with a dirty name. Similarly, Reverend Hale must do a determination between interior life convulsion with the alleviation of assisting some inexperienced person or the pick of decease knowing that he has aided this craze in forming. He, like John Proctor, besides chooses the alleviation from his interior struggle, although his is the easier self-relief of the two, since he must merely advocate Christians while John will hang. Whether right or incorrect in his determination, each character carefully weighs his pick and goes with what he thinks is the right determination within his life and must populate and decease by that determination, deciding whether good or bad, the struggle.

To Investigate the Heating Effect of an Electric Current Essays

To Investigate the Heating Effect of an Electric Current Essays To Investigate the Heating Effect of an Electric Current Essay To Investigate the Heating Effect of an Electric Current Essay Essay Topic: Current Conduction is best in solids and considerably weaker in liquids and gases. This transfer relies on the movement of atoms and molecules. For example, if a part of a material is hotter than another part, then the hotter part has more energy than the surrounding parts. Whenever you heat any substance there is an increased amount of motion from atoms and molecules. When you heat a gas, for example, the speed at which the atoms and molecules move around increases but when you heat a solid or even a liquid the atoms and molecules vibrate more. The atoms and molecules in the substance are therefore responsible for conduction. In a gas and liquid, conduction is poor because the atoms and molecules are further apart than in a solid where they are closely held with strong bonds. Metals such as silver, copper and aluminium are good conductors.Convection takes place only in fluids (liquids and gases). Convection currents are examples of floating and sinking. When a part o f a fluid is heated and made warmer the molecules expand and rise because they are less dense than the cold parts of the fluid where the molecules sink downwards because they are more dense.All objects give out some thermal radiation. The higher the temperature of any object the more energy it radiates per second. The thermal radiation is most of the time given out as infrared waves (invisible) but very hot objects give out light waves (visible). A matt black surface is the best emitter and absorber of heat energy but is the worst reflector. A white or silver surface is a poor emitter and absorber but a very good reflector.Evaporation is the process where particles from a liquid form a vapour when the temperature of the liquid is below its boiling point. Evaporation can only take place from the surface of a liquid. This is because here the molecules have enough energy to evaporate, as there are less attractive forces from neighbouring molecules preventing it.Factors that May Affect the Heating Effect2 The voltage of the power supply could be measured using a voltmeter and a varying nominal voltage on the power supply. Though an increase in voltage would result in an increase of the current in the circuit, therefore it is not an independent variable.3 The starting temperature of the water and room must be kept constant for a fair experiment. To keep the water at the start the same temperature we should replace the water every time we finish a list of readings. Some parts of the room may be at different temperature than others and so it is difficult to keep the room temperature constant.4 The material of the beaker or cup will be an important factor as different materials are good at conducting and radiating heat energy. For example, a polystyrene cup would reduce heat loss as it acts as insulator.5 The mass therefore the volume of the water is important because different amounts of water will take different lengths of time to be heated and so we must keep the m ass or volume of the water the same throughout every experiment.6 The depth that the heating element is submerged in the water should be the same every time and have the same position e.g. the center for each experiment.7 External air pressure would vary but in this experiment an airtight room is not available to use.8 The internal resistance of the heating element as the greater the resistance the slower the rise in temperature of the water but resistance will be affected by both the current and the voltage.For my experiment, I have chosen to vary the current while keeping the all the other factors constant. It is important that the other factors are kept constant for a fair test and to show that a change in current will actually affect the rise in temperature of the water.MethodApparatusA few electrical wiresSome aluminium foil1à ¯Ã‚ ¿Ã‚ ½ Beaker1à ¯Ã‚ ¿Ã‚ ½ Heating Element1à ¯Ã‚ ¿Ã‚ ½ Thermometer2à ¯Ã‚ ¿Ã‚ ½ Clamps1à ¯Ã‚ ¿Ã‚ ½ Glass rod1à ¯Ã‚ ¿Ã‚ ½ Voltmeter1à ¯Ã‚ ¿Ã‚ ½Amm eter1à ¯Ã‚ ¿Ã‚ ½ Variable Resistor1à ¯Ã‚ ¿Ã‚ ½ Battery Pack1à ¯Ã‚ ¿Ã‚ ½ Stopwatch1à ¯Ã‚ ¿Ã‚ ½ Retort Stand1à ¯Ã‚ ¿Ã‚ ½ BalanceDiagramIn this experiment we are measuring the rise in temperature over a fixed amount of time, which here is 5 minutes. The heating element should be connected in series to a DC battery pack using 12V, an ammeter and a variable resistor in series with a voltmeter parallel to the heating element. The heating element would then be submerged into the beaker, at the same depth every time, that is covered inside and outside with aluminium foil. Aluminium is a good conductor and therefore is a better one than glass, which is a poor conductor. Aluminium foiled is used to reduce the heat loss because when the beaker is covered there remains a small gap of air between it and the aluminium foil. We know from theory that air is a very poor conductor therefore we are reducing the heat loss, which is what we want. The beaker should contain 200cm3 of water with a mas s of 202g. Both the glass rod and thermometer should then be placed into the beaker. The glass rod is used to stir the water so that it is uniformly heated and the thermometer is needed to record the temperature of the water.For the first experiment, the current should be 0.5A having set this current using the variable resistor we should place the heating element into the water and start the stopwatch. Then record the temperature every 30 seconds using the stopwatch. When it has been 5 minutes the battery back should be switched off and the heating element removed from the water. Now we have completed the first experiment using 0.5A. Before changing the current to 1A we should first let the heating element cool down for a few minutes so it can be acclimatised to the temperature it was used for 1A. Secondly the water should be replaced with the same type of water used, e.g. tap water and then the mass should be the same also. We need to replace the water because if we dont then the h eat losses are not going to be the same every time. The beaker would therefore be emptied and then should be washed out and allowed to cool before the next experiment. The current then should be set to 1A and the temperature recorded for the next 5 minutes. These steps should be repeated up to 5A and 5 minutes for each of the current readings.Safety PrecautionsIt is necessary to wear safety goggles to protect the eyes even though the temperature of the water will not be high enough for it to boil. The apparatus should not be placed at the end of the bench and all water should be handled carefully without spilling any on the electrical equipment and wires being used. When moving or dealing with the hot heating element after each experiment, it should consider that you hold it from the rubber end where it is not hot.PredictionI predict that as the current increases the heating effect of the heating element will increase therefore the water will rise to a higher temperature in a shorte r space of time. I predict this because if there is a higher current passing through the heating element then it will heat up the water even more. If this happens then there is a larger transfer of electrical energy to heat energy taking place. This can be proven by this equation:That can be made simpler into:If we can find out how much energy the heating element gives out into the water then we are also able to find out how much heat energy is absorbed by the water using this formulae:The specific heat capacity of water is 4200 J/kg/?C (Complete Physics; Stephen Pople).Bibliography1 My own knowledge2 Physics Classbook; Graham Booth3 Complete Physics; Stephen PopleTo Investigate the Heating Effect of an Electric CurrentCollection of DataTemperature ?CTime (s)03060901201501802102402703000.519191919202020202020211.019191919202020212121221.519191920202121212122232.019202020212122232323242.519202020212121222323253.019202021222223242525263.519202121222324242526264.01920212223242425262728 4.519212122232425262728295.01921222324252628293032To Investigate the Heating Effect of an Electric Current1 As I predicted the change in temperature increased as the current increased therefore the water was getting hotter quicker as the current got higher.In order to show a pattern or trend from my results, I need to be able to plot a graph therefore I have made this table using my Collection of Data in the Obtaining Evidence section.I/AI2/A2?Q/à ¯Ã‚ ¿Ã‚ ½C0.50.2521.01.0031.52.2542.04.0052.56.2563.09.0073.512.2574.016.0094.520.25105.025.00

Fun Facts About the Channel Tunnel

Fun Facts About the Channel Tunnel The  Channel Tunnel  is an underwater rail tunnel that runs beneath the English Channel, connecting Folkestone, Kent in the United Kingdom to Coquelles, Pas-de-Calais in France. It is more colloquially known as the Chunnel.   The Channel Tunnel officially opened on May 6, 1994. An engineering feat, the Channel Tunnel is an impressive piece of infrastructure. Over 13,000 skilled and unskilled workers were hired to build the Channel Tunnel. Do you know how much a ticket through the tunnel costs? How long are the tunnels? And what does rabies have to do with the history of the Channel Tunnel? Learn how to answer these questions with this list of interesting and fun facts about the tunnel. How Many Tunnels The Channel Tunnel consists of three tunnels: two running tunnels carry the trains and a smaller, middle tunnel is used as a service tunnel. Cost of Fare The cost of tickets to use the Channel Tunnel varies depending on what time of day you go, the day and the size of your vehicle. In 2010, prices for a standard car ranged from  £49 to  £75 (about $78 to $120). You can book travel online. Channel Tunnel Dimensions The Channel Tunnel is 31.35 miles long, with 24 of those miles located under water. However, since there are three tunnels that travel from Great Britain to France, with many small tunnels that connect the three main ones, the total tunnel length is about 95 miles worth of tunnel. It takes a total of 35 minutes to travel across the Channel Tunnel, from  terminal  to terminal. The running tunnels, the two tunnels on which the trains run, are 24-feet in diameter. The northern running tunnel carries passengers from England to France. The southern running tunnel carries passengers from France to England. Cost of Construction Although at first estimated at $3.6 billion, the Channel Tunnel project came in way over budget at over $15 billion when finished. Rabies One of the biggest fears about the Channel Tunnel was the potential spread of rabies. In addition to worrying about invasions from the European mainland, the British were worried about rabies. Since Great Britain had been rabies-free since 1902, they worried that infected animals could come through the tunnel and reintroduce the disease to the island. A lot of design elements were added to the Channel Tunnel to make sure this could not happen. The Drills Each TBM, or tunnel boring machine, used during construction of the Channel Tunnel was 750 feet long and weighed over 15,000 tons. They could cut through the chalk at a rate of about 15 feet per hour. In total, 11 TBMs were needed to build the Channel Tunnel. The Spoil Spoil was the name used for the chunks of chalk removed by the TBMs while digging the Channel Tunnel. Since millions of cubic feet of chalk would be removed during the project, a place had to be found to deposit all this debris. The British Solution to Spoil After much discussion, the British decided to dump their portion of the spoil into the sea. However, so as not to pollute the English Channel with chalk sediment, a gigantic sea wall made of sheet metal and concrete had to be built to keep the chalk debris contained. Since the chunks of chalk were piled higher than sea level, the resulting land that was created totaled about 73 acres and was eventually called Samphire Hoe. Samphire Hoe was seeded with wildflowers and is now a recreation site. The French Solution to Spoil Unlike the British who were concerned about ruining the nearby Shakespeare Cliff, the French were able to take their portion of the spoil and dump it nearby, creating a new hill that was later landscaped. Fire On November 18, 1996, many peoples fears about the Channel Tunnel came truea fire raged in one of the Channel Tunnels. As a train raced through the southern tunnel, a fire had started on board. The train was forced to stop in the middle of the tunnel, not close to either Britain or France. Smoke filled the corridor and many of the passengers were overwhelmed by the smoke. After 20 minutes, all the passengers were rescued, but the fire continued to rage. The fire managed to do considerable damage to both the train and the tunnel before it was put out. Illegal Immigrants The British were afraid of both invasions and of rabies, but no one had considered that thousands of illegal immigrants would try to use the Channel Tunnel to enter into the United Kingdom. Many additional security devices have had to be installed to try to inhibit and stop this large influx of illegal immigrants.

Eliminating Preventable Morbidity and Escapable Mortality Essay

Eliminating Preventable Morbidity and Escapable Mortality - Essay Example This paper declares that morbidity and mortality have increased as world societies increasingly get sophisticated. Governments and non-state actors have attempted various strategies that are meant to address the question. Some of the strategies have produced remarkable outcomes while others appear less sustainable. Generally, the development of sound strategies for addressing this challenge has involved structural changes, training, empowering of the vulnerable groups, insurance, technological advancement, and a range of other strategies that are meant to shield populations from the causative factors of mortality and morbidity. This essay makes a conclusion that the challenge that faces the chosen approaches often involve the lack of sustainable mechanisms that can be relied upon to manage the processes of treatment and dispensing other services and strategies that are meant to protect the populations of the world. The different strategies and players should coordinate their services in ways that would ensure some form of balance and effectiveness in the services. Vulnerable groups should be identified in accordance with the demographics of place, gender, socio-economic status and other factors. Equally, some of the most common diseases and conditions should be identified in order to make it possible for the right intervention measures to be used. Essentially, the long terms strategy should be the reversing of trends and influences.

Values and Meaning of Attending College Essay Example | Topics and Well Written Essays - 750 words

Values and Meaning of Attending College - Essay Example In contrast to an individualist purpose for attending college, Boyer believes the college has an obligation to teach â€Å"a more coherent view of knowledge and a more integrated life† (Steltenpohl & J. Shipton, 1995, p. 18). In addition, he warns that we must be â€Å"mindful of the consequences of selfishness† (p. 18). Boyer does not provide a defense of individualism, even though he says it is â€Å"necessary† (p. 18). Instead, Boyer relies only on his defense of community in making his case for two essential goals. The problem is that Boyer does not actually believe in individualism when he claims colleges have an obligation (or duty) to enforce this idea of a more â€Å"coherent† or â€Å"integrated† life. A perspective that believes in individuals to develop their own views on knowledge or life would advocate for an obligation or duty for colleges to present knowledge to students and to allow them to form their own judgments. The purpose, or g oal, of college is not to give students a passage, but rather to present facts and objective information. A â€Å"passage† sounds inherently biased toward whatever values the college seeks to supply their students with. While this kind of education—such as that provided by Christian private colleges—has a demand, but that demand is specific and does not represent the general purpose of college. Indeed, having students personally powered and committed to the common good is potentially valuable, but not if that commitment undermines their autonomy. The result of Boyer’s perspective is clearly laid out by Perkinson in his essay â€Å"The Educated Person: A Changing Ideal,† specifically in his treatment of John Dewey and socialization (Steltenpohl & J. Shipton, 1995, p. 36). Dewey and pragmatist philosophers advocated schools as tools for producing intelligent decision-makers in a participant democracy. In reality, what this meant was that loyal citize ns coming out of public schools were not â€Å"leaders, but functionaries† (p. 36). Everyone coming out of schools was equipped with common values, beliefs, and attitudes serving the American status quo. Economically, every child was prepared to accept his or her role as a cog in a production system. This is the logical result of the kind of solution that Boyer seeks by telling colleges that they have an obligation to teach their students how to be members of a community. However, Boyer and Dewey have been influential enough to change American education at their core. One can see this influence even in our Brandman catalog, which withholds degrees from students who have not completed the sometimes-irrelevant education requirements. The opposite perspective—that we ought to be honoring the role of the individual in education—is borne out by Whitehead in â€Å"Universities and their Function† (Steltenpohl & J. Shipton, 1995, p. 38). Whitehead locates the â €Å"proper function of a university† in â€Å"the imaginative acquisition of knowledge† (p. 39). Imagination is an individual ability and does not depend on a community. When one looks around a college classroom, one does not see a group of people engaged in the attempt to better their community through the process of learning. While Boyer would think this is a problem, Whitehead is more concerned with whether individuals are involved in an imaginative acquisition of knowledge. The imaginative pursuit of knowledge, one would suspect, might lead to an individual developing his own