Poverty Is A Natural Element Of Society - 1515 Words

Will the poor every be able to break away from incomes that hardly put food on their tables? Sadly, the answer is probably not. Society’s current social structure promotes the constant financial growth of the rich and other hand, limits the growth of the poor. This current system is making poor feel worthless because of the inability to escape the cycle of poverty. Poverty is a natural element of society. It has become so open in the American culture that in order to eliminate it would require significant change from both ends of the socio-economic spectrum. United States is one of the wealthiest nations in the world with high inequality in the nation.. Inequality exists in wealth, power, income and education (Poverty Statistics: USA†¦show more content†¦There is a wide gender, race and ethnic difference present according to the 2014 statists. According to the 2014 statics, Child Poverty Rate is 21.1%, African American Poverty Rate is 26.2%, White Poverty Rate is 10.1 %, Native American Poverty Rate is 28.3%, People with Disabilities Poverty Rate is 28.5% and Hispanic Poverty Rate is 23.6% (Poverty Basic Statistics, 2014). As millions of Americans continue to struggle in a slow economy, a growing portion of the country says that poverty is caused by circumstances beyond individual control (Seth, W. 2011). According to the article by Seth, (2011), 20 years ago, majority of the public opinion poll respondent said that poverty was caused by â€Å"people not doing enough. According to the 2014 statistics, 47 percent of respondents say that poverty is due to other factors, which are not in individual’s control and could have been caused by lack of government responsibility (Poverty Basic Statistics, 2014). There have been also programs implemented to help the less fortunate. Programs such as Food stamps, housing assistance and social security are programs that have helped or trying to help lower the high risk of poverty. These programs have he lped but are not enough to eliminate poverty. From the macro level perspective, it is hard to choose a stand between conservative and liberal because they both have their part for poverty in America. Neither of that side is perfect; however if I would have to really

Andrew Jackson And Theadore Roosevelt Essay - 1169 Words

Andrew Jackson and Theodore Roosevelt were two men with very many things in common. They both were Presidents in the United States of America at some point in time. They each have served many years as some sort of governor with Jackson being the military governor of Florida and Roosevelt being the governor of New York. Roosevelt and Jackson were major influences towards this country. But even with those similarities between them they were two men with differences. One was a big military man while the other was an author with eighteen books written and a few other attributes. All of these are just a few examples of how important these men were and how their related or not. The main similarity between Andrew Jackson and Theodore Roosevelt†¦show more content†¦Roosevelt’s most famous foreign policy was definitely the Panama Canal. Roosevelt created the National Bird Preserve. He was the president that had set aside land for some national parks and natural preserves. Theo dore Roosevelt had strongly promoted the Conservation Movement. Things pertaining to Andrew Jackson were he was the very first president associated with the actual frontier. Another unique occurrence during Andrew Jackson’s term was how for the first time the United States Federal Government had managed to actually repay the totality of the federal debt and it was also the only time in the U.S.history that this has ever occurred. Opposite of Theodore Roosevelt, Andrew Jackson was a leader of the Democratic Party. Andrew Jackson was the man that implemented the Treaty of Rotation. Another treaty that Jackson was involved with was the Treaty of Fort Jackson. He had imposed the Treaty of Fort Jackson upon both the Northern and Southern Creek Allies. He was very highly nominated by Tennessee not just once but twice for him to become president. Jackson also took away the Federal Charter of the second bank of the United States. He was the man who was responsible for the Panic of 1837. As well as the man who had nullified the Force Bill. Lastly Jackson went and administrated the Treaty of New Echota. Both Andrew Jackson and Theodore Roosevelt were men that had at least a little or

Analyze the reasons for separatism with and/or across national boundaries and discuss its consequences free essay sample

Analyze the reasons for separatism with and/or across national boundaries and discuss its consequences [40 marks] Separatism is the advocacy of a state of cultural, ethnic, tribal, religious, racial, governmental or gender partition from the larger group. While it often refers to full political secession, separatist groups may seek nothing more than greater autonomy. There are four main types of separatist groups – religious, ethnic, racial and gender. Separatism â€Å"with national boundaries† refers to an event concerning only one country. Separatism â€Å"across national boundaries† refers to an event concerning more than one country. The general motivations for separatism are: emotional resentment of rival communities; protection from ethnic cleansing and genocide; justified resistance by victims of oppression, including denigration of their language, culture or religion; propaganda by those who hope to gain politically from intergroup conflict and hatred; the economic and political dominance of one group that does not share power and privilege in an egalitarian fashion; economic motivations seeking to end economic exploitation by more powerful group or, conversely, to escape economic redistribution from a richer to a poorer group; preservation of threatened religious, language or other cultural tradition; destabilization from one separatist movement giving rise to others; geopolitical power vacuum from breakup of larger states or empires; continuing fragmentation as more and more states break up; feeling that the perceived nation was added to the larger state by illegitimate means; the perception that the state can no longer support ones own group or has betrayed their interests; opposition to political decisions; wish to have a more practical political structure and not rely on people who are located far away to govern them or otherwise impractical solutions. The consequences of separatist pressure may be peaceful or non-peaceful. Those desiring more autonomy have used a wide range of activities to create or press for it. In increasing order of extremism, general consequences include: the establishment and maintenance of societies and norms with clear separate cultural identities within a country; the protection of a language through the media and education; the growth of separate political parties and devolved power; civil disobedience; terrorist violence; civil war. In the case of â€Å"with national boundaries†, in 2007 the Scottish National Party pledged to get independence for the UK. They first set a target of being independent by 2010 but this now been pushed back to Thursday September 18, 2014, when (only) residents of Scotland will vote to see if they should be a country in their own right. Scottish independence is a political aim of some political parties, advocacy groups, and individuals in Scotland (which is a country of the United Kingdom), for the country to become an independent sovereign state. Scotland was an independent country from its foundation in the Early Middle Ages (843) until 1707, with the Treaty of Union. The Parliament of the United Kingdom approved the Scotland Act in 1998 which created an elected Scottish Parliament with control over most domestic policies. For example, a major difference for Scottish and English residents lies in the provision of public services by the government. The costs of a university education and health care services for the elderly are free at point of use in Scotland, while fees are paid in the rest of the UK. There are numerous other differences and subsequently reasons as for why Scotland wants to break off from the UK. Reasons for Scottish independence include, firstly, the principle of self-determination people who live in Scotland, who are the most invested in the future of Scotland, will be making decisions for Scotland themselves. This also involves choosing ministers for the EU meetings, currently Scotland is represented by English ministers, and Scottish people believe that problems concerning Highlands stand last on the UK current agenda and therefore are never spoken about. They believe that with the gain of independence and new ministers, Scotland’s concerns can be resolved, thus improving standards of living. Secondly, the Additional Member System employed for elections to the Scottish Parliament is arguably more democratic than the electoral system used for the House of Commons, so the Scottish electorate would be empowered. Thirdly, control over defence and foreign policy means Scotland can choose, for example, to no longer have nuclear weapons in its seas or no longer be part of NATO. This is important factor for Scots, because Scotland has been against UK’s involvement in the Iran-Iraq war. Furthermore, access to North Sea oil and vast offshore renewable energy revenue means greater funding for the Scottish Government. In addition, Scotland wants to deter a cultural dawn for its country (this has been emphasized by creative pro-independence groups like National Collective). Examples of Scottish heritage which Scots stand very protective about includes Robert Burns, castles and tartan skirts. Besides, if Scotland became an independent nation it will mean that it will be able to cut the amount of taxes that business pay. Similar change has taken place in Ireland, which lead to an increase in the amount of local independent business. Scottish economist propose that independence will be a massive benefit do to the downturn which we seem to be in at the moment and something that we want to come out of. Lastly, Scotland looks up to countries such as Northern Ireland and Norway, which are around the same size as it and have the same type of resources. They believe that if these countries became independent and were able to survive as single countries, so can Scotland. However there will be negative consequences of Scottish independence. Firstly, Scotland will no longer receive tax support which they currently get from the UK (in 2009-10 Scottish government received ? 16. 5bn from Westminster in taxes to be spend on anything they want). Therefore if they broke off from the UK they would not get this money and they would have to make up for it themselves, which is bound to be hard, because they main financial resource is oil. Oil is a non-renewable resource which is predicted to run out in the next 50 years, furthermore it has been accounted that earning from oil industry in Scotland will only be able to replace the amount central UK government gives to Scotland at the moment. What’s more Scotland’s individual GDP of ? 150 billion would be smaller than that of Greece – even including North Sea oil. Secondly, Scotland has a higher unemployment rate than in England, therefore with gaining independence this factor will be felt more on the population. Government will have to spend big amounts on unemployment benefits, thus running into a budget deficit and consequently slowing economic growth down. This could lead to the worsening of road conditions, healthcare and education, simply as a result of opportunity cost to the government of having to paying unemployment benefits. Thirdly, Scottish students will stand at a disadvantage to English students, because they will no longer be able to undoubtedly access England’s many good quality higher education institutions, because they will be regarded as foreigners, so the fees might be greater and perhaps therefore unaffordable. Lastly, there will be a negative effect on England as well. The main water supply for the North East of England is situated in Scotland. Therefore if Scotland gained independence and decided to cut off the supply and use that water instead for bottling and selling it abroad to make a bigger profit, England will have to purchase this water at a price which will increase costs for the economy, or at least find another source for water supply, which may take time. Scottish separatism has resulted in a clear division amongst the UK residents and the UK government. Scottish National Party, Scottish Green Party, the Scottish Socialist Party and Solidarity all support Scottish independence. On the other hand, Scottish Labor Party, Scottish Conservative Party and Scottish Liberal Democrats all oppose Scottish independence. This divide gave birth to non-violent discussions in the Scottish parliament, which take a form of negotiation. In public, opposing campaigns such as â€Å"Yes Scotland† and â€Å"No Scotland†, from time to time, both hold peaceful demonstrations to express their point of view and most recently they held a mock-up referendum in the University of Glasgow in 2013. In the case of â€Å"across national boundaries†, The Kurds are the largest ethnic group (40 million) without a country of their own. They live across the borders of Iraq, Iran, Syria, Turkey, Armenia, and Azerbaijan. Kurds have a separate language, culture, and history, but currently live, sometimes without recognition, in these countries. Their culture and identity have been oppressed by the regimes of the nations within which they live. Reasons for Kurdish independence include, firstly, possession of a unique Kurdish language, which Kurds want to speak without suppression. Secondly, Kurdish area is full of rich resources such as oil and natural gas. Therefore Kurds believe that by trading these resources they can drive their country’s economy. Thirdly, they are the only ethnic group in the world with indigenous representatives in three geopolitical blocs -The Arab World, NATO, The South Asian-Central Asian group and until recently the Soviet bloc, which put Kurds into a great position in politics, because they already have many contacts. Also, being a region on the borders of six countries results in it becoming the epicentre of many conflicts. For example, recently Turkey has come across the Iraqi border and bombed small villages in Kurdistan Region which made 35 million people homeless. Therefore Kurds want their own territory, so that they do not become caught up in conflicts which do not primarily involve them. Lastly, getting independent will allow Kurds to express their own culture, which at the moment is uncertain because Kurdish population if split apart, seeking refuge in countries like USA, UK, Australia and Norway. Additionally, many Kurdish groups actually want equal rights and autonomy, but not necessarily sovereignty. The consequences were as follows. Firstly, in the course of the 16th to 18th centuries, vast portions of Kurdistan were systematically devastated by the Safavids and Ottomans. Large numbers of Kurds were deported to far corners of their empires. The scale of this death and destruction was the basis for a unification of feeling against foreign vandals. There was a call for a united Kurdish state; and the fostering of culture and language. These feelings were expressed in the literature of the time. Secondly, in summer 2004 Kurdish guerrilla rebels called the end of a five-year truce and intended to attack Istanbul, preparing in advance large amounts of explosives. Thirdly, there is an on-going Turkish-Kurdish armed conflict since 1984 between the Republic of Turkey and various Kurdish insurgent groups, which demand separation from Turkey to create an independent Kurdistan, or at least to have autonomy and greater political and cultural rights for Kurds inside the Republic of Turkey. Lastly, there was the Iraqi–Kurdish conflict which consisted of a series of wars and rebellions by the Kurds against the central authority of Iraq, which began shortly after the defeat of the Ottoman Empire in World War I and lasting until the U. S. invasion of Iraq in 2003. After looking at the examples of Scotland and Kurdistan, I come to the conclusion that all possible reasons and consequences of separatism do not usually occur within one case. In fact, this comparison of a MEDC Scotland and LEDC Kurdistan implies that generally the consequences in the first case are more peaceful and do not involve armed conflicts, however consequences in the second case are more violent and almost always resolve in an armed conflict. In my opinion this is due to the government being more established and having a greater power in MEDCs, therefore it has more control over any conflict activity. Conversely, in LEDCs people feel less ruled by the government and therefore they pursue the freedom of expressing their views in the way that will be noticed by everyone and thus has a higher chance of being successful.

Techniques used by the director in the execution scene of ;Dead man walking;. Essay Example

Techniques used by the director in the execution scene of ;Dead man walking;. Essay In this essay I am going to be exploring the techniques and effects that the director Tim Robbins has used in the film Dead man walking. Dead man walking is a film about capital punishment in American. The two main actors in this film are Sean Penn who plays the character Matthew Poncelet (the person on death row) and Susan Sarandon who plays the Sister Helen Jean who is trying to stop him from being put death.At the beginning of the film we see how Sister Helen Prejean is at first very uncomfortable and uneasy with this person who she thinks is a murderer. As the film goes on though you see that she slowly becomes more comfortable with him and at the end of the film she is completely comfortable with Matthew Poncelet and is very emotionally involved with him.This is much the same with Matthew Poncelet at the beginning he was vigilant of Sister Jean and was not nervous but not completely honest and open with her but at the end of the film it is obvious that he has made a real connect ion with her and his last few words to her areI love youThrough out the film though it is not apparent and rather ambiguous about if Matthew Poncelet did actually commit the crime which he is going to be executed for. He has been accused of killing a young man and a young woman and also of raping the woman. It is only towards the end of the film that the truth comes out. Until then, the audience is left to make there own decision based on what is seen in the film.In the scene before the execution scene in the film we learn a lot about Matthew and also we see a lot which could change are feelings as the audience towards Matthew and the execution taking place.Firstly we see the final meeting that he has with his family. This is a tremendously emotional scene as we see the people who love him the most say goodbye to him knowing that they will never see him again and that he is going to die. In this scene we learn a lot about Matthew Poncelet as a child and also as an adult. From his mo ther we hear and see that he is not an animal or a crazy person that people might think. It shows him talking and playing with his young brother and talking normally and happily to his mum. I think that the director here has used a situation and language and obviously characters to show that Matthew is humane. From this I think that he is aiming to make the audience feel sorry for him and not to want him to get killed.In this final meeting it doesnt only show that he is humane but it also shows that a lot of people love him and that a lot of pain is being caused again to his family. At the end of the meeting when Matthew Poncelet leaves the room you see his mother runaway and start to cry. I think that the director has shown this scene to let the audience know that his family are and will suffer masses of pain and misery from his death. I think that the main reason that the director has used this scene is to make you think about why he is being killed and how ironic it is really. He is being killed because he is being accused of killing 2 people and because he has caused a lot of pain to there families (as we see earlier in the film when Sister Jean visits one of the families). I think the director has used this scene to make the audience think and feel that one Matthew is humane and also I think he is making you feel sympathy for him and secondly that two wrongs dont make a right.The next scene and event that the director shows is definitely meant to make the audience feel one thing towards Matthew Poncelet and the death penalty. In this scene Matthew Poncelet confesses everything to Sister Jean. He confesses absolutely everything that happened and it is not good. In this scene he admits that he was involved in the killing of the two young people and that he raped the girl. This is a hugely significant scene in the film as it tells us that he did do the crime that he is going to be killed for. This dramatically changes the feeling that the audience has toward s Matthew Poncelet. Personally for me it changed my opinion. Any sympathy I had for him before disappeared because now I knew the truth and the truth was not nice and personally that made me feel like he deserved to die. This scene I think was put in to provoke this reaction from the audience. This scene is definitely less sympathetic towards him than the other scenes.Finally a last event which happened before the execution is the scene where he calls his family for the last time on a phone. In this scene we again see that his family is very hurt and that they clearly do want him to be killed, this again I think was put in to evoke a sympathy vote towards Matthew Poncelet. This is completely the last contact that Matthew Poncelet has with his family before he is killed.In the execution scene the director of the film Tim Robbins uses many techniques such as camera shots, actors, music, sound effects, dialogue and plots to affect the audience and makes them think certain things and al so focus vigorously on certain points.The execution scene starts when the police officer shouts routinely Dead man walking which ironically is the title of the film.The execution scene starts with Matthew Poncelet walking towards the room where he is going to be executed. The film then suddenly changes from normal speed to slow motion. I think that the director has done this for one reason. I think he has done it to show and emphasize that this walk that he is taking now is the walk of death, the last walk he will ever take. I also think that director has put this part of the scene in slow motion to make it seem that Matthew Poncelet is important and almost righteous. I get the view that the director wants the audience to think that he in some way is righteous as he combines both the effects of slow motion with the dramatic and emotional music. Together I get impression that Matthew Poncelet is important, righteous, valuable, honorable, up right and respectable. Which as you know he isnt because he murdered and raped a girl and assisted in killing a young man. I think that the director has used both here the effect of slow motion and the emotive music to make you feel almost sorry for Matthew which I think is strange. Overall the scene makes you feel sorry and creates an idea of injustice wrongly. The director is trying to play with the audiences feelings.In the execution scene the director has used many different types of close up camera shots to give the audience a certain impression or feeling.One close up which the director uses is the close up of sister Jeans hand on Matthew Poncelets shoulder as he is walking towards the room where he will be killed. I think that the director has used this close up of her hands to show that Sister Jean really does care for Matthew. Overall the director is aiming to give the audience the impression that sister Jean really does love and care for Matthew and she too will experience pain and misery from his death and not onl y his family.Another range of close ups that the director uses are the close ups of him being buckled and strapped to the board which he is going to be killed on.There are 4 different close ups of the belts buckling and pinning him down. There are 4 buckles on the board evenly distributed among it too make sure he cant escape. I think that the director shows the 4 close ups of each belt buckling to give the audience the feeling he cant at all move, he is now paralyzed and that it is a horrible way to die.A further close up that the director has used is the close up of the clock ticking. In this close up we see the clock tick mournfully towards 12 o clock when the execution will start. The director uses this to show us that time has no meaning anymore as even though everything is ready and waiting for his death they still wait until 12 o clock to start which is odd. I feel that this intern shapes the audiences feelings to feeling that Matthew is going to die now and that it is calcul ated as they wait until 12 to kill him. This makes the audience feel that this is wrong.An additional close up that the director uses are the many detailed close ups of the things that are going to be killing Matthew. The heavy rubber gloves that the doctor wears, the mechanical syringes that are filled with strange liquids, the close up of each individual light with names beside of them, the sponge wiping his arm even though he is going to die, the bulky silver needle being injected into his veiny arm and the tube gong into his arm. All these close ups I think have been used by the director for a simple effect.I think they were used to make the whole killing process look cold and calculated. He deliberately used close up shots of weird things like the mechanical syringes and thick silver needles to make the whole thing seem very mechanical, bizarre and cold and weird. I think the whole effect from these close ups is to make you feel like this killing is cold, calculated and wrong. Overall I feel that the director has used these close up shots of these things to make the audience feel sorry for Matthew and also to show at what is happening as it seems so plain and calculated.These close up really do affect the way the audience feel about the whole death. If it seems cold, calculated and sick, this makes the audience feel that killing him in this way is wrong maybe. I dont think that the director was trying to make people feel that killing him was totally wrong from these camera shots but he was trying to make them feel that this way is wrong.After he has been strapped down to this board and had all these needle put into him he is then displayed in front of the families of the victims and Sister Jean as they watch from behind a glass screen. The way though that the director displays Matthew Poncelet has been done to make the audience feel a certain feeling.Matthew Poncelet is displayed vertically up with his arm spread out. I personally felt that this was very much like the way Jesus the son of god was placed on the cross.I think that the director has used this to give the audience a very understandable feeling. When Jesus was killed on the cross he was killed wrongly as he was the son of god. I think that the director is using this pose and playing on the idea of Jesus dieing to make the audience feel that this is an injustice, much in the same way that killing Jesus was an injustice. The director here has overall used this pose to make the audience be against him being killed.After he is displayed Matthew Poncelet is asked by one of the officers if he has any last words to say. Matthew Poncelet looks at Sister Jean and then speaks.Yes I do he then continues by saying that he is sorry to both families. He is sorry to both family for the pain and misery he has caused and also for taking away there children. He then hopes that his death can offer them so relief. He then finally finishes his last word speech sayingI just wanna let you know that I think killing is wrong, no matter who does it, albeit the government or meThis dialogue which the director has included in this scene is extremely important in the feelings the audience have. I think that the director has used this dialogue and also expression (as Matthew Poncelet is shaking nervously and scared when he says this) to make the audience feel one sorry for him as he is shaking fretfully and anxiously when he says and secondly I think the dialogue shows the audience that Matthew Poncelet is truly sorry has genuine remorse for what he has done. This again I think was used by the director to make audience feel sorry for him.After he has said this he is then taken from his vertical upright position and put into a flat position and then his execution commences.This part of the scene is now accompanied with some very strong emotional music. It is music though that doesnt make sense though. It is almost like tribal chanting and it almost sounds like the person who is s inging it is in a lot of pain. This music I think has been used during this very emotional scene to emphasize how serious this is. I think that the music used is gruesome and honest and it really made me feel that. It also made me feel that it was wrong. This is the effect I think the director wanted on the audience a shocking sound track to accompany a shocking story.Matthew is now being killed. Again during the actual killing many close ups are shown again. Close ups of the tubes of liquid being pushed down and close ups of lights saying start and finish. Also some very loud and firm sound effects are used such as the loud clicking from the machine when the lights turn on. The close ups of the equipment in use dont stop there you actually see the light blue liquid going through the tubes into his arms. This part of the scene where he is being killed is very detailed and has heaps of close ups. I think the director has used these very graphic and comprehensive close ups to make the audience see and feel that this real and that it again is cold and deliberate. Overall I got the feeling from this that the director was trying to make audience feel either sorry or against Matthew Poncelet being killed.The next part of the scene was Matthew Poncelet slowly dieing. Here the director has done something very clever. All the way through Matthew Poncelet dieing there are flashbacks and clips off Matthew Poncelet and another person killing these two children. It starts off by showing the two children kissing in the car and then Matthew Poncelet and his friend get the two children out of the car and into the woods. Here then ties them both up. It shows them both raping the girl and tormenting the boy and then eventually it shows them killing both of them.This is not all shown at once though. As Matthew Poncelet dies it shows clips of them. It is almost guiding you through all of the peoples deaths at the same rate. As Matthew Poncelet dies a little bit more it goes back to the flashbacks and then they die a little bit more. It is set up in a kind of step by step.The director here has shown the two deaths in comparison. The death that he committed against the two children and his death. I think that director has used these flashback scenes to give the audience the impression that him being killed is justified as it shows them how brutally, harshly, ruthlessly and mercilessly he killed them. I think that the director has used these two scenes to show the audience the differences between the two deaths.In the death scene of Matthew Poncelet we see that he dies humanely and pretty much peacefully. There were no screaming or shouting around him, there was nobody there degrading him and he could mentally before prepare himself for this even though he was still very nervous at least he had the chance to. The director shows this in the plot and in the past and present scenes.He compares this honestly to the way the two children died. They were wrongfully p icked on as we can see and dragged forcefully into the wood. They were then obnoxiously tied up and thrown on the floor in heaps of thick mud. The girl was then tormented and raped by both the men and the boy had to listen and watch his girlfriend being raped. They were then both killed the girl slowly and the boy quickly. They had absolutely no dignity at all, they had nothing just fear as you can see. Both of them were reduced to completely nothing. This director has used this scene to shock and distress the audience, it is very detailed and graphic and no idea is left unturned.So I think that here the director has used these two scene in comparison to strongly make the audience feel that killing Matthew Poncelet is right. He uses them so that you can see that really it is unfair he is getting to die with love around him from Sister Jean and they died with nothing but fear. These scenes are definitely used to mould the audiences personal feelings towards wanting Matthew Poncelet t o die. I personally feel that this two comparison scenes are the most emotional and important part of the film. It really did change my personal opinion towards Matthew Poncelet and shocked me. This is exactly what the director is aiming for and to me he has achieved it.One other effect that the director used on one of the killing scenes was the use of color. You may be thinking that colour was used through out the film. Well the scene we are talking about is the final flashback scene where the two young adults are being killed and the girl is being raped. There are many flashbacks to the killing of these two in the film but the other flashbacks were in black and white and this final and evidentially truthful flashback was in colour. I think that the director here has used colour to in some show that this flashback is more truthful and factual. This shapes the audiences feelings again that this time this flashback is the real one.So after these flashbacks Matthew Poncelet begins to come a lot closer to death. His eyes and hands being to close up and his breathing becomes slower. The tribal mourning music which started at the beginning of the actual execution scene is still playing and the atmosphere in the film is emotional and still serious. Again as Matthew Poncelet is nearing very close to death the director is using a number of close ups to show the audience ideas. He closes up on his hands as they struggle to stay open and the same with his eyes. I think that the director has used these again to make the audience feel some sympathy for him even though I think from the previous scene this may not achieve much.This is then followed by a clever use of characters, camera angles and effect. Plus the use of no dialogue. The silence really does work in this next bit that the director added. As Matthew Poncelet is fading out of being alive so do the two young adults. There two reflections are seen in the glass which from the audience you are looking through. As M atthew Poncelet fades out so do the two young adults that he murdered reflections. This looks like they both died at the same time. I think that the director Tim Robbins has used this to make the audience feel that this is justified. The way it has been done that they kind of both fade away at the same time I think was used to say in a way that it is a life for a life. I think that by using this that one he was making the audience feel that Matthew Poncelets death was justified and also I think he was making a statement saying that you take a life you give your life.Finally Matthew Poncelet dies and on this we see close ups of his hands unclenching and remaining deadly still.After this though it shows an immediately and extremely close up of Sister Jeans eyes opening. This close up of Sister Jeanss eyes opening up has been used to trick the audience into thinking that Matthew is alive. The director set it out in such a way for the audience to think this. Firstly he showed a steady r otating camera around his now delicate body which is basically dead and this was then followed a sudden energetic flick back to the eyes of Sister Jean this sudden energetic close up I think was used to make you think that Matthew was not dead and was alive. I think from this use of camera angle, character and expression from character that he was trying to make the audience feel for that split second shocked and thinking that they wanted him dead and that this is not how it should be.Finally to end the execution scene the director zooms out of Matthew Poncelets body which is displayed across the board. Dead and still. This fades into the forest scene where there to the camera is zooming out with the two young dead peoples bodies opposite each other. One naked one clothed.I think that the director has used these shots of each of them to show that how defenseless they all are now and how raw this is. I think that this has been used to make the audience feel that killing is wrong no m atter how it is done or who does it. I think that the director was aiming for this to be against capital punishment.In conclusion I think that the whole execution scene is exceptionally emotional, strong, effective and extreme. I think that a clever use of dialogue, characters, language, camera angles, close ups, actors, music and sound effects, plot and structure has been used to an unbelievable emotionally passionate effect. This execution scene is very moving, convincing and if I didnt know that it was a film I would think it was real.I think that it was powerful because the director was not scared to show the raw truth and the reality of the whole situation. He showed the atrociously brutal murder and rape scene which shocked and stunned the audience. He also showed us every bit of Matthew Poncelet death and was not afraid to show the side effects at every end. Overall I think that this scene was powerful because one it was absolutely truthful and secondly it was directed and sh own in a number of clever ways which made you think more about what was happening and way it was happening.I did not think though that this scene was very balanced at all. I think that far worse, evil and over powering things were shown than good. In comparison I think that more over powering scenes were written aimed too make the audience feel that killing him was right than there were scenes that were aimed to make you feel that it was wrong. This I feel in turn over powers the audiences personal beliefs and makes them feel that his death it right and justified.From this then I think that I can safely say that I think that the directors personal views towards capital punishment are strong and certain. I think that the director Tim Robbins is definitely without a doubt for capital punishment although I do think he is against pain, misery and suffering to innocent and good people. I dont think that he is bloody thirsty in any way but I think that he thinks justice needs to be harsh and unsympathetic for the good of the world.Watching this film has definitely made me think more about capital punishment. When I was watching it, it made me think very carefully about what was being done and why and what its effects are. I wouldnt say that it has changed my views necessarily but it has definitely strengthened either side of my argument for capital punishment. I personally find it hard to say whether I am for or against capital punishment as either side of the argument has valid points.Overall in this film and most importantly in the execution scene I think that it explores every idea and concern about capital punishment and to do this it uses a wide range media techniques.

Explain How a Job Analysis Is Used to Create a Job Description Essay Example

Explain How a Job Analysis Is Used to Create a Job Description Essay Example Explain How a Job Analysis Is Used to Create a Job Description Essay Explain How a Job Analysis Is Used to Create a Job Description Essay Explain How a Job Analysis is used to create a Job Description The team was comfortable differentiating between job analysis and job design. Most of us, as first level supervisors, have some to little input into the job analysis but usually have much more input into the job design. The team was comfortable comprehending the objective of how a job analysis is used to create a job description. Several of the team members have had some sort of experience with job analysis or at least were comfortable with the concept. From the reading, we learned that the purpose of job analysis is to â€Å"specify the work to be done and the personal characteristics that are required to do the work† (Cascio, 2010, p. 167). Human Resources (HR) will develop the job analysis based on the needs of the customer. We also learned that HR will use the customer’s requirements to conduct a thorough job analysis to determine the tasks, experience level, and other job characteristics or requirements of a job. Most students, in their jobs, do not have a hand in analyzing what was needed for a certain tasks received from higher leadership, but instead had to fill the task with the most qualified person. Another student, in his role as a manager, has developed statements of work and the job descriptions for each required position. This student has used the technique numerous times throughout his career. The group agrees that a proper and legal job analysis is best summed up by two statement â€Å"To ensure job relatedness, employers must be able to link required knowledge, skills, abilities, and other characteristics (measures of which candidates actually are assessed on) to essential job functions† and â€Å"Finally, recognize that under the ADA it is imperative to distinguish â€Å"essential† from â€Å"nonessential† functions prior to announcing a job or interviewing applicants. Cascio, 2010, p. 169). Explain the Functions of a Job Description Like the first objective, the team was comfortable with the explanation of a job description. The functions of a job description was a simple topic to understand. We learned from the reading that the job description is a direct result of job analysis (Cascio, 2011, p. 167). Most of us have had at some time dealt with job or duty descriptions as part of our jobs. In fact each of us, when we applied for our jobs, had to read and understand the details and requirements of the job description. Two student have had a hand in creating job descriptions for positions on contracts that they have worked on or managed. Job description shows the tasks required to fulfill customer requirements. Another student expressed how being in tune with the responsibilities of one’s’ job is critical for the success of the business. Goals are also essential, as they allow workers to understand what they are doing on a daily basis and how these goals relate to company objectives and the strategic plan. The readings introduced a couple of other job descriptions used today: behavioral and video. References Cascio, W. F. (2010). Managing human resources: Productivity, quality of work life, profits (8th ed. ). New York, NY: McGraw-Hill/Irwin. Retrieved from University of Phoenix Library website: https://ecampus. phoenix. edu/content/eBookLibrary2/content/eReader. aspx

The Common Periwinkle Profile

The Common Periwinkle Profile The common periwinkle (Littorina littorea), also known as the edible periwinkle, is a frequent sight along the shoreline in some areas. Have you ever seen these little snails on the rocks or in a tide pool? Despite the large numbers of periwinkles on the U.S. shoreline today, they are not a native species in North America but were introduced from western Europe. These snails are edible - would you eat a periwinkle? Description Common periwinkles are a type of marine snail. They have a shell that is smooth and brown to brownish-gray in coloration and up to about 1 inch long. The base of the shell is white. Periwinkles may live out of the water for several days and can survive in challenging conditions. Out of the water, they can stay moist by closing up their shell with a trapdoor-like structure called an operculum. Periwinkles are mollusks. Like other mollusks, they move around on their muscular foot, which is coated with mucus. These snails may leave a trail in the sand or mud as they move around. The shells of periwinkles may be inhabited by a variety of species and may be encrusted with coralline algae. Periwinkles have two tentacles that can be seen if you look closely at their front end. Juveniles have black bars on their tentacles. Classification Kingdom: AnimaliaPhylum: MolluscaClass: GastropodaSubclass: CaenogastropodaOrder: LittorinimorphaSuperorder: LittorinoideaFamily: LittorinidaeSubfamily: LittorininaeGenus: LittorinaSpecies: littorea    Habitat and Distribution Common periwinkles are native to western Europe. They were introduced to North American waters in the 1800s. They were brought over possibly as food or were transported across the Atlantic in the ballast water of ships. Ballast water is water taken in by a ship to make sure operating conditions are safe, such as when a ship discharges cargo and needs a certain amount of weight to keep the hull at the right water level. Now common periwinkles range along the eastern coast of the U.S. and Canada from Labrador to Maryland and are still found in western Europe. Common periwinkles live on rocky coastlines and in the intertidal zone, and on muddy or sandy bottoms. Feeding and Diet Common periwinkles are omnivores  that feed primarily on algae, including diatoms, but can feed on other small organic matter, such as barnacle larvae. They use their radula, which has tiny teeth, to scrape the algae off of rocks, a process which can eventually erode the rock. According to a University of Rhode Island article, the rocks on the coastline of Rhode Island used to be covered with green algae, but have been bare gray since periwinkles were introduced to the area. Reproduction Periwinkles have separate sexes (individuals are either male or female). Reproduction is sexual, and females lay eggs in capsules of about 2-9 eggs. These capsules are about 1mm in size. After floating in the ocean, the veliger hatches after a few days. The larvae settle on the shore after about six weeks. The lifespan of periwinkles is thought to be about 5 years. Conservation and Status In its non-native habitat (i.e., the U.S. and Canada), the common periwinkle is thought to have altered the ecosystem by competing with other species, and grazing on green algae, which has caused other algae species to become overabundant. These periwinkles can also host a disease (marine black spot disease) which can be transferred to fish and birds. References and Further Information Buckland-Nicks, J., et. al. 2013. The living community inside the common periwinkle, Littorina . Canadian Journal of Zoology. Accessed June 30, 2013.littoreaEncyclopedia of Life. Littorina . Accessed June 30, 2013.littoreaGlobal Invasive Species Database. Littorina littorea. Accessed June 30, 2013.Jackson, A. 2008. Littorina . Common periwinkle. Marine Life Information Network: Biology and Sensitivity Key Information Sub-programme [on-line]. Plymouth: Marine Biological Association of the United Kingdom. [cited 01/07/2013]. Accessed June 30, 2013.littoreaReid, David G., Gofas, S. 2013. Littorina . Accessed through: World Register of Marine Species at marinespecies.org/aphia.php?ptaxdetailsid140262. Accessed June 30, 2013.littorea (Linnaeus, 1758)University of Rhode Island. Common Periwinkle. Accessed June 30, 2013.

Bryan Adams Concert Essay Example | Topics and Well Written Essays - 750 words

Bryan Adams Concert - Essay Example Bryan Adams is a Canadian rock star, guitarist, and songwriter born in 1959. He has recorded many albums that include 18 until I die, summer of ‘69, Cuts like a Knife, Run to You, and Reckless among others. His contribution to music has seen him win many awards, Grammy awards nominations, and selling millions of albums across the world. Indeed, Bryan Adams is one of the all-time best selling artists in the world. As such, I was eager to attend one of his concerts since they attract great reception as his performance commands international recognition. Most assuredly, I was envious to see him play the guitar and use the  six elements of music, which include melody, tonality, rhythm, form, texture, and harmony. Indeed, I was part of the audience that graced the Bryan Adams concert at the Sydney Entertainment Centre in Australia on 19 April 2013. The Sydney Entertainment Centre concert started at about 8: 00 pm and lasted for about 100 minutes. Thousands of middle-aged women and men attended the concert and enjoyed the best performance of Bryan Adams as he performed a set of his classic songs. Bryan Adams played the guitar in a rhythmic and melodious manner to the excitement of the audience. Also accompanying him in the concert was Gary Breit, who was playing the piano thus adding some harmony, Keith Scott who was playing the guitar as the lead guitarist thus adding some rhythm and melody, Mickey Curry who added some rhythm by playing the drums, and Norm Fisher who was playing the bass. These performers established a melodious combination that thrilled the audience at the Sydney Entertainment Centre with beautiful melodies. Indeed, also present was the Scottish singer Amy Macdonald, who played an amazing role of calming the excited audience. Bryan Adams performed 26 songs during the concert. Among the songs he performed was the ‘House Arrest,’ which the crowd sung along word by word. Other songs included the ‘Here I Am,’ 18 until I die which is rock music, all for Love, here I am, heaven, Run to you, and ‘Have You Ever Really Loved a Woman,’ and Straight from the heart, which is also rock music among others. Indeed, all the songs Bryan Adams and his team performed were rock music. However, the most synonymous thing about the Sydney Entertainment Centre concert was how Bryan Adams played the guitar and how it functioned. The guitar played an accompaniment role where it set the rhythm and melody of the songs played. Moreover, the guitar reinforced the tonality of his amazing voice. The guitar also signaled the beginning and the end of the different songs that the band played. More so, the guitar proved his great musicianship and guitar work while he was playing the iconic songs. Indeed, Bryan Adams entertained the audience by playing the guitar and establishing an engagement with the fans. Notably, three classic songs graced the Sydney Entertainment Centre concert, which include the summer of â₠¬Ëœ69, House Arrest, and Run to You. Bryan Adams and Jim Vallance wrote the song, â€Å"Run to you† and released it in 1984. This is a rock song in the album, Reckless. It remains one of Bryan Adams most popular songs and his fans equally know it word by word. Indeed, the song has won many accolades including topping the Billboard American rock tracks and the Billboard top 100 songs. On the other hand, Mutt Lange and Bryan Adams produced

Intertextual examination of two texts Essay Example | Topics and Well Written Essays - 750 words

Intertextual examination of two texts - Essay Example Based on Bricklayer’s Boy, it is clear that the pressure put on the youths by their parents and the older generations damages the relationship between these two groups, often resulting in conflicts. In the Bricklayer’s Boy, one aspect brought out is that many young people, especially men, are required to do what their parents want them to do. This is often against the wish of the young people, and ends up straining their relationship with their parents and older generations. In this literally text, the narrator says that his father, a bricklayer, did not like his idea of becoming a newspaper reporter. According to his father, newspaper reporting paid â€Å"just a little more than construction does† (Lubrano, 5). He wanted to his son to pursue a more lucrative job like being a lawyer. This was the sole reason why his father worked so hard to educate him in college. This predicament, which most young people face, is also brought out in the article by Bruno Bettelheim (1968). In his article, Bettelheim notes that there is a conflict of generations because of â€Å"the parent who sees his child’s main task in life as the duty to execute his will or justify his existence† (Bettelheim, 74). When the child fails to honor or follow the parent’s wishes, as the narrator in Bricklayer’s Boy did, then the relationship between the parents and children is damaged. Bricklayer’s Boy story also points to the belief held by most parents: their children have to succeed where they failed. Throughout the story, the narrator’s father wanted his son to become a better person because he had failed to live up to his dreams. In the story, it is noted that the â€Å"father wanted to be a singer and actor when he was young...† (Lubrano, 20). However, he had to do what was available in order to support his parents at the time. In the end, he expected his son to do something that could earn him bigger money just as singing and acting would have earned him money. As the

Hooliganism Essay Example for Free

Hooliganism Essay At first we are being asked as the reader, what we prefer. Wealth or happiness. David Brooks uses the actress Sandra Bullock as an example of the dilemma. Sandra Bullock won an Academy Award for best actress, but then a news report came and claimed that her husband is a cheating jerk. That puts things in another perspective, because who does not want to be recognized for your work, but is that better than loosing your love. David points out that winning this Award is one of the best things that can happened to an actor/actress; not only because of the credit and the money, but it has been proved that Award winners live longer than people who only have been nominated. After that David is very clear with his opinion on this situation. If you need to think about the question, what you want to choose, between the husband or the Award, you must be crazy in his eyes. He says that the relationship between income and happiness is tricky. If you are poor and you earn a lot of money you become happy. Let us say that you are in the middle-class and your income increases. That will not have the same effect as if you go from poor too normal, because you have lived with such a small amount of money you learn to appreciate even a small amount of money; compared to a middle-class person who wins the lottery, because it does not change his life majorly. 2. How does David Brooks engage the reader in text 1? David is very good at engaging the reader. He uses an example from real life and involves the reader by asking questions most of the time. He makes the reader think about what we just read by asking questions about the readers opinion. He is a very distinguished reporter for the New York Times, examined the relationship between wealth and happiness in his article â€Å"The Sandra Bullock Trade†: a seemingly simple – almost clichà © – concept. He is however able to draw the reader in by the use of 2 simple literary techniques. Primarily, Brooks captures the readers’ attention by his title and his intro paragraph. Many newspapers readers make snap judgments about  whether they should or they should not read an article or not by just looking at the title. It was not a mistake that Brooks used Sandra Bullock as his example. She is a famous, beautiful, and successful actress whose general popularity will make his article – not only appealing – but relate able to his audience. Another technique that Brooks utilizes is his choice of language. It is very colloquial and understandable. By using phrases like â€Å"nothing to sneeze at† instead of words like â€Å"insignificant† the author makes his text more relate able to his readers – as if they are speaking with a friend. If they are more likely to understand his meaning and his lively tone then they will more likely to continue to read. The task of a newspapers writer is different than an authors task. Their job is to lure the reader in and to keep them interested for a short amount of time the reader will spend on each article. Brooks does this effortlessly by using simple and accessible vocabulary and comfortable and using a relate able vignette to initially catch his readers’ attention. 3. Based on the opinions voiced in texts 2 and 3, discuss whether spending money makes people happy. In text 2 Stephanie Rosenbloom discuss with herself if it is possible to buy happiness and if â€Å"yes† then would it be an experience or just a simple piece off clothing. It is a longer lasting happiness if you buy a vacation, than a couch. That is the idea. Living in the world we live in now, we need these little things that make our everyday life a little better. Of course a vacation is good because it is something you will not forget that easy and you will cherish the memories for the rest of your life, compared to a simple couch that might only last 5 years. Almost every time you spend money it will make you happy. You do not buy something that does not make you happy. The research there has been made tells us that greater wealth implies greater happiness only at quite low levels of income. But when the researchers have asked people about their happiness they have simply been asked how satisfied they are with their lives. Which is a very difficult question. Because it is not possible by asking people about their life satisfaction, to measure what the amount of money they have in their lives play in their everyday life, in terms of happiness and satisfaction. Spending money can make you happy, but the level of happiness depends on what you buy and it will not be enough. There is more to life than just being in a good mood. Happiness can be more than that, but not just by spending money.

A Computer For All Students :: essays research papers

SOUNDOFF--A Computer for All Students--Revisited The introduction of the graphing calculator has changed the structure of teaching and learning mathematics. This made it possible for everybody to receive the benefits of a computer-generated visualization without the high cost of a computer. These graphing calculators over the years have lowered in cost, became easier to use, and are more portable. The next generation of graphing computers has arrived with the recent introduction of the Texas Instrument TI-92. This relative inexpensive calculator will allow more high school teachers to teach an area mostly untouched, computer symbolic algebra and computer interactive geometry, because it has not been practical or possible. The TI-92 is merely the beginning of the new revolution of hand-held computing tools. The next challenge mathematics teachers are facing is the teaching of traditional paper-and-pencil symbolic algebra skills. This task has been made obsolete by the more accurate and faster computer symbolic algebra algorithms. Students can get a far better illustration of important concepts and applications of mathematics with these new hand-held tools than with the traditional paper-and-pencil task. The paper-and-pencil task and other traditional skills must still be acquired, but students should spend less time acquiring it. More emphasize must be put on computing tools. Students should take advantage of the computer technology to become powerful and thoughtful "problem solvers." The process of changing from traditional methods to a more computer-oriented environment has to be met by the education and mathematics community. Educators should have textbooks that better represents the new technology. Teachers need to be more technology literate. The mathematics community must dispel the image of "doing mathematics" with the traditional paper-and-pencil method. These reforms can better teach students important skills needed for the future. The use of technology in mathematics will give students an advantage mathematics and related technology. Students will need that advantage if they wish to compete in the twenty-first century. Opinion This article stressed very important issues educators, teachers, and the mathematics community must face. The reform will change the course of mathematics in school and elsewhere. As a student, I am very concern about the future of mathematics.

Identities and Cultures Essay

Everybody in the world is a unique person within themselves. We are all our own person and express the person we are through different forms. We also show who we are through identities and also through our culture that we are in. The identity we choose to have is up to us, so is the way that we express our identity. This was shown in our class through many different activities such as our YouTube list, reading, graffiti, movies, etc. As I stated earlier people convey their identities in many different ways, which makes conveying your identity so much more interesting, due to the fact you choose how to show the person you are however you want. We can also express our identity through different genres. Different genres call for different genre conventions, and the way we show our identity. I believe that all genres allow us to show the person that we are, but all of the different genres show who we are in different ways. Twitter allows us to display our opinions for others to see, Graffiti allows us to show the type of person we are through pictures, while YouTube allows us to show people who we are through sound. All of these genres depend on the culture or identity of the person presenting them. We saw a movie (Bend It Like Beckham) that displayed the Indian, and English cultures. We also saw graffiti in our reading that can show many different identities, and cultures. The cultures represented in genre convention all depend on the person who is presenting their work, or genre, to you. I presented my identity in many different ways to the class. I displayed my identity to the class through YouTube, and a Comic Strip, and communication with my peers also showed my identity. Outside of class I display my identity through social media networks such as Twitter. Through the process of making my presentations I did come through some small minor problems. When it came it to producing my comic strip  and YouTube video, the only problem was choosing a situation in which I should present to the class. After I choose what to do, the creation of my final product that represented my identity was very easy because I knew everything that happened. Personally, I don’t have a problem presenting these comic strips and Music Videos to the class because those are all part of who I am, and I have no problem with who I am. My presentations that I showed to the class were mostly through visuals, and communication. For my YouTube list I showed a song by Zac Brown Band featuring Jimmy Buffet called â€Å"Knee Deep†. It  is a country song that gives off a very relaxing vibe, and the relaxing mood is also shown in the video and lyrics. I choose that song because I believe that everybody needs to relax, and take it easy. Everybody deserves a break once in a while, and when that opportunity comes to relax, you should take advantage of it. For my comic strip I choose a situation I was in when I went to basketball camp at the University of Notre Dame. I was scared going into it because I didn’t know anybody else that was going. After a while of being with my team I was assigned to I wasn’t scared anymore because everybody I  was surrounded by was so friendly. This represented who I was because after that camp I realized that most people are friendly, it’s just the fact that they’re just as scared to talk to you as you are, and you just need to be who you are and everything will work itself out. For these pieces I addressed my peers as my audience due to the fact I knew I was going to be presenting these in my class with people are in the same age level as I am. When I was producing the products I was wondering what the people would think of my presentation. Not nesecarrily if they would like it because I don’t really care if they like  the presentation or not, but rather just overall what they thought of the experience I was presenting to them. Also when creating the presentations I was thinking about the people who helped shape the identity I became today such as friends, family, pets, coaches, etc. Those people are the reason I am the person I am today, and I also take credit to for being the person I am and having the identity I have because I am the person who has made the decisions I have made throughout my life that have helped to form my identity. Through the whole process I did feel disconnected from some of the material we studied. One of the assignments I felt disconnected from was the comic strip â€Å"Persepolis†. The reasoning behind the feeling of disconnect is due to the fact that I am neither a women, nor part of the culture that is represented in the comic strip. Also, the comic strip confused me a little. I think this because I was ignorant of the situation that her and her family were apart of. Also, I felt disconnect, and confusion initially when reading the script that was assigned for the movie â€Å"Bend It Like Beckham†. This was mainly due to confusion because the script jumped around a lot because it was a script for the trailer. I thought I was going to be disconnected from the movie too, due to the fact the main characters are different genders than I am, and they are also from a different culture than I am. I did find connection to my identity in the movie though through soccer because I have always had a great interest in sports. Soccer isn’t my favorite sport, but I still respect the game and enjoy watching the World Cup, and International games. My research process has basically been the same since the start of high school. I start out by getting all the materials I need or even think I might need when writing my paper. By doing this I eliminate writing a sentence stopping and looking for more info. In my opinion it’s quicker to gather all materials initially. After that I look through material to gather information that I might need for my presentation by highlighting the information or writing it down. After this I write my introductory paragraph. Once that is completed I then look at information that I will need for my first paragraph. Then I write my first body paragraph on all the information I choose from the materials that I found. This process is then repeated until my paper is ultimately complete. Of course then I will  read the paper a few more times to check for grammatical errors, and other mistakes. Other parts of my research process include listening to music. Music is big part of my writing because it helps me focus a lot. I love listening to Music, and do it all the time when walking to class, working out, homework, or sometimes when I have free time. Listening to music isn’t just a key part to writing papers. It is a key part in my identity and helps me express who I am to others. Overall this assignment and research that we have done in class has made me realize how much our identity actually means to us. Everyone is unique and has the exact same identity as another person. Everyone’s identity is unique which really makes it that more special. As much of a cliche it is, everyone really is unique in their own way, but in todays world some people’s identities aren’t acceptable in certain countries, and cultures. The world has seemed to have evolved into a place where only certain identities are accepted, but it shouldn’t be like that. We should be able to accept people for who they truly are and that is one of the main lessons that I have learned from this chapter on different cultures and identities.

Enron Corporation Essay

I  Ã‚   The Beginning When Enron Corporation declared a Chapter 11 bankruptcy in December 2001, it left the public especially its investors and stockholders reeling from such financial scandal and collapse.   Enron had allegedly overstated its profits by $586 million since 1997 in order to protect the firm’s balance sheet and practiced insider trading as well fraud and conspiracy. Enron had been the seventh largest company in the United States and had been one of the largest financial contributors to the Presidential elections, especially the Bush family. To the outside world, Enron portrayed a picture of success.   However, upon closure inspection on the inside, Enron was on the brink of collapse. When Enron’s stock price hit its highest at $90, the executives who allegedly knew of the offshore accounts of Enron started selling their respective shares and to encouraged the public to continue buying the said stocks.   However, the executives knew that the stock prices would not increase anymore but still reassured the public and its investors that the prices of stock would reach a high $130-140 per share. By August 2001, Enron’s stock prices had dropped from $90 to a measly $42. It became evident that the company had fraudulently induced and fooled the public, investors and stockholders to buying the company’s stocks and shares. Amidst all these, Enron founder and former chairman Kenneth Lay continued to reassure the public to remain calm, and asked the investors to buy the company’s shares as the company will regain its profits in the succeeding months. Nonetheless, in October of 2001, the stocks plunged to $15 but the investors saw this as an opportunity to buy Enron stocks at such low prices. But the truth about the company’s financial standing became public and the stock price finally hit rock bottom at $1 per share. II   Basis of the Charges Stockholders and investors gathered and instituted a class-action suit against Enron and its officers in order to recover the millions of investment they made on Enron as result of the false representation and fraud by the company. Enron top executives specifically its Chief Executive Officers, Kenneth Lay and Jeffrey Skilling were charged and convicted with the collapse of the energy giant. Kenneth Lay faced seven counts of fraud and conspiracy while Skilling faced 31 counts of fraud, conspiracy, insider trading and lying to auditors about Enron’s financial position. In 1987, Enron auditors found out a billion-dollar oil trading scandal in its New York offices.   Traders had been engaged in this kind of practice – falsifying transactions in order to boost their volume and profit thereby fattening their bonuses as well. Although CEO Kenneth Lay knew of this, he did not fire the traders nor contacted the authorities in order to cover up their problems. But this incident did not deter the traders and six months later, competitors began to grow suspicious because if word got out, Enron’s trading partners could have demanded that the company cover its positions with cash, which the company did not have (Fowler).   Thus, the traders were fired and charged but not until they were able to transfer million of dollars into their personal accounts.   Enron for its part was able to get away by bluffing the market and reported $85 million in loss but sources claim that the loss totalled to at least $135 million. CEO Jeffrey Skilling, who joined Enron in 1990, did not care much about the expenses incurred by the company as long as the margins looked good.   He was also more concerned with the revenues increases and widening profit margins instead of the cash flows which was practiced by his predecessor. So enamoured were the top executives in increasing business profit that when a deal failed or fell apart, more effort was placed into hiding the consequences instead of rectifying and owning up to the problem.   After taking over as chief operating officer, he renewed the almost non-existent post of chief financial officer and delegated many of the management responsibilities. In theory, Enron had mechanisms that would assess risk and accurately report financial numbers. These mechanisms required that deals should be strictly analyzed which included review by the legal department of the originating unit, the corporate legal department, chief risk officer and chief accounting officer.   However, due to the insidious practice of the company, auditors and accountants were bullied to over ride the system and departments were able to determine the total value of their proposals by manipulating the long-term price of whatever product was sold or bought.   The company also used a â€Å"mark-to-market† accounting system pushed by Skilling which allows a company to report as current revenue the total value of a deal over its projected lifetime (Fowler). This system made earning appear good which in turn pumped up the stock prices and increased the value of stocks which executives received as bonuses. III Trial As the stunned investors witnessed Enron’s stock prices plunged, the government began a massive crackdown on the executives who were responsible for the collapse of the company, and would end up in the conclusion of convincing and proving to the jury that Lay and Skilling, the two top executives of the company, where guilty of massive fraud and were thus guilty. Government prosecutors were at first overwhelmed with the girth of the corporate fraud.   Nevertheless, they began to take measures to respond to these kinds of crimes and a barrage of criminal and civil investigations and prosecutions began to surface.   Thus, in 2002, the Presidential Corporate Fraud Task Force filed criminal charges against more than 900 defendants, of which 60 are chief executive or president level and successfully prosecuted or convicted 500 of them. The case against Lay and Skilling were heard by US District Judge Sim Lake and lasted nearly four months while the jury deliberated for six days.   The defense counsel initially attempted to persuade the judge to move the trial away from Houston, Enron’s hometown as they were afraid that the jury might be influenced by anger due to the resulting loss of jobs and money and would see them as a way of revenge. Kenneth Lay faced seven counts of fraud and conspiracy fraud and conspiracy while Skilling on the other hand, faced 31 counts of fraud, conspiracy, insider trading and lying to auditors about Enron’s financial position.   Although both asserted their innocence of the charges against them, they were convicted for a total of 29 criminal counts as well as conspiracy to hide the failing health of the company by selling boosterich optimism to Wall Street and the public (MSNBC). Lay, who was convicted to 6 counts of conspiracy, securities and wire fraud in the corporate trial and 4 counts on separate personal banking trial, surrendered his passport and posted a $5 million bond secured by the family.   His sentence also carried a maximum penalty of 45 years in prison for the corporate trial while 120 years in personal trial respectively.   Ã‚  Skilling on the other hand, was convicted by 19 counts out of the 28 charged as well as one count of insider trading while being acquitted with the remaining charges. The charges against   these Enron top executives prospered as other executives turned the table and plead guilty in their respective charges in order to receive lower sentences than that prescribed.   Among the former employees who testified against Lay and Skilling was Ben Glisan who is now serving a 5-year prison sentence after pleading guilty to a charge of conspiracy.   According to Glisan, both Lay and Skilling knew that the company was in deep financial trouble but tried to hide it instead. Ultimately, the jury rejected Skilling’s defense that no fraud happened at Enron save for those committed by a number of executives skimming millions in secret side deals, while bad publicity and poor market confidence resulted in the collapse of the energy giant. III. Effects of the Enron Collapse As the jurors found that these once-wealthy and powerful executives repeatedly lied to cover up the real position of the company by covering up accounting and auditing failures which eventually led to its collapse in 2001, the left a devastating effect in the business world as well as the lives of the investors and shareholders.   The demise of Enron wiped out more than $60 billion in market value, almost $2.1 billion in retirement savings and costs more than 5,600 to lose their jobs. The anger of the public over the recent corporate scandals led to the passing of the Sarbanes-Oxley Act, which was designed to make company executives more accountable. Although public distrust for white-collar trial could not actually reverse the damage done to investor confidence, the Lay and Skilling trial however has become a start of a healing process for public-investor relations to be righted again. IV Timothy Belden    Apart from the other key witnesses who were former Enron employees and who testified against the top two Enron officials, Timothy Belden particularly made the charges against Lay and Skilling stick, ending in their conviction.   Belden who was the first person to be charged in the manipulation of Western Energy markets, initially engaged in lengthy dance with federal officials over his plea and eventual cooperation in testifying against Lay and Skilling.   He pleaded guilty in 2002 to conspiracy and admitted that he gave false information to California’s electrical grid operators.   Belden is also said to be the â€Å"mastermind behind the strategies described† in memos that spelled out how Enron manipulated the California market (Schreiber). Beginning in the mid-nineties, California was among the first states to deregulate electricity.   The deregulation occurred just as when companies were leaving the state in numbers thereby creating a recession. The deregulation was supposed to reduce the ten percent of the tax payers’ bill while breaking the old methods of greedy companies.   As California deregulated the wholesale side of its energy markets, it also kept price caps in the retail side. It coincided with the State’s decision to bar utilities from signing long-term cheap fixed prices which forced them to into an unpredictable market.   Thus, the utilities were made to pay exorbitant prices but were not able to pass on to their consumers the prices they incurred.   Enron promised to deliver power more efficiently and build new plants that can run on cheaper fuels. Commencing in 1998 until 2001, Belden as well as other executives from Enron devised a fraudulent scheme in order to obtain increased revenue for Enron from wholesale electricity consumers and other market participants in the State of California. The schemes perpetrated by Belden and the other Enron executives required them to submit false information to the companies supplied by Enron and misrepresented the nature of electricity which the company was supposed to supply. Despite being paid to relieve congestion, the company however, did not do so and instead imported as well as exported electricity in order to receive higher prices from the companies they supply. Of particular interest in the course of the trial is a transcript of conversation between Belden and one of the operators of the power plant wherein the two discussed shutting down one of Reliant’s power plants in California to create a shortage in order for the prices to skyrocket. As the scheme worked, causing the power prices to arrive at high and unjust levels in California, it thereby became illegal under the Federal Energy Policy Act. In his testimony, he called California’s post-deregulation power market dysfunctional and said his company bought cheap electricity in the Northwest to sell in California at a profit (Baker). This practice created the appearance among consumers that there was shortage of electricity, thereby having the need to jack up the prices. Enron was able to pocket off almost $1 billion in a period of nine months in 2000 and 2001. Belden admitted however, that he only met with Lay and Skilling once during a colleague’s party.   But nevertheless, Belden’s testimony proved to be a very crucial one as it confirmed and proved that Lay and Skilling knew of what was happening in California but turned to hide it instead. As company vice-president and head of Enron’s West Coast trading operation, Belden supervised a staff of 120 that went from $50 million in earnings in 1999 to $800 million in 2001, while California’s power markets disintegrated into panic and sky-high prices. When one of Enron’s lawyers started investigating these â€Å"irregularities† as a response to the investigation conducted by the California Public Utility Commission. The lawyers found out of Enron’s tactic of using advantage of the energy crisis and revealed through a memo that Enron created false congestion lines, transferred energy in and out of state to avoid price caps and charged for services the company never actually provided (Swartz).   And yet, inspite of the information the lawyer gave to the top executives, and traders have been told to return the money made on improper trading, the executives at Enron still decided against it despite knowing that the practice was illegal.   For Belden and the other traders, sending the money back would mean that the other companies will know what Enron was doing.   Nevertheless, Belden and Enron continued on with the practice.   Skilling, on the other hand, fully knew well of the said practice by the company in 2001 as he was already tipped by one of the executives who learned of the previous investigation. During examination, Belden admitted to US District Judge Martin Jenkins that he did it because he was trying to maximize profit for Enron. Belden claimed that he was only following Enron’s instructions as he handled his trades (CBS News).   According to Belden’s counsel, Enron knew fully well of Belden’s action but was never disciplined nor sanctioned at all. In fact, Belden may have reaped bonus for such practice as revenues from his trading unit climbed from $50 million in 1999 to $500 million in 2000 to $800 million in 2001.     When he was charged with conspiracy, Belden after a long time of dealing and negotiating with the federal government, decided to turn against Kenneth Lay and Jeffrey Skilling, claiming that the two top executives knew of the practice he and other traders did as indicated by the internal company memos which described how Enron took power out of California at a time of rolling blackouts and shortages and how it sold out of state to elude price caps (CBS News).

Employment Rights and Responsibilities Template Essay Example

Employment Rights and Responsibilities Template Essay Example Employment Rights and Responsibilities Template Essay Employment Rights and Responsibilities Template Essay Employment Rights and Responsibilities For use in Apprenticeships for Contact Centres, IT User, IT Services and Development and Communication Technology (Telecoms) Document prepared by: Ben Sweetman Contact: 1 Castle Lane, London, SW1E 6DR Tel: 0207 963 8920 E-mail:ben. [emailprotected] com Version: 2. 0 Date created: 16 July 2005 Last updated:16 August 2005 (format only) Information about Employment Rights and ResponsibilitiesERR is a compulsory part of all Apprenticeship programmes to show that the Apprentice has had a full induction to the company or training programme, and are aware of those right and responsibilities that are essential in the workplace. Apprentices may be in the first job or be experienced in their role or industry, but this does not affect their ability to cover the knowledge required. How should it be delivered? The ERR knowledge has been presented in a similar format as the NOS and NVQ units so that it has the same flexibility as the NVQ.There are a number of evidence sources for ERR and these can include: Referencing evidence showing knowledge of the in-house company induction against the ERR requirements (e. g. Copies of induction handbook, with explanation from the apprentice where necessary) Collecting a portfolio of evidence, integrated with NVQ and Key Skills portfolios to prove knowledge. Some technical certificates include an externally tested ERR module, which will cover the ERR.How much evidence should I provide? We advise that the Apprentice should provide evidence showing their understanding of the company procedures and how these relate to the laws and regulations. However, the Apprentice should not be expected to provide large paper documents regarding any parts of legislation; we, therefore, suggest that evidence (e. g. company procedures, websites etc. ) should be sign-posted wherever possible and practical. What is included in this document?The document includes the required standards in the same layout as the Nation al Occupational Standards are produced. This can then be re-formatted in to the same delivery method used by providers for the relevant NVQ. This also includes helpful resources, mainly in the form of website addresses for apprentices and employers to research any information that is not currently included in the company induction. What proof is required by e-skills UK?Once the candidate has completed the ERR, then the candidate, employer and training provider should sign the final page, and send with the Certificate Request form to e-skills UK. Please be aware that while this Unit appears in the same format as an AOC or Unit, it does not need to be assessed or verified in the same way as the NVQ part of the Apprenticeship. Anyone with the appropriate technical knowledge on the subject can be responsible for judging the evidence provided by the candidate.What is the difference between Apprenticeship and Advanced Apprenticeship ERR? While the knowledge requirements are the same for b oth levels, the Advanced Apprentice will be expected to have a broader knowledge of the ERR, and the employer’s responsibility in this. This should be in line with the greater depth of knowledge required for both the NVQ and Technical Certificates for Advanced Apprentices. Links to qualifications in the Apprenticeship frameworksThe Employment Rights and Responsibilities links to other parts of the Apprenticeship frameworks and can be delivered alongside the other qualifications in an integrated approach. For example: The ERR includes areas that can be cross-referenced with parts of the NVQ, varying depending on qualification and units chosen Areas of the Technical Certificate will also cover parts of the ERR Key Skills can be integrated with an area of ERR or the NVQ to show knowledge of the subject (this will be particularly applicable to the Communication Key Skill)Employment Rights and Responsibilities These are the rights and responsibilities required for Apprentices, covering the relevant areas of employment law and workplace practices and procedures. There will be rights and responsibilities standard to all job roles and industries, and in addition, industry specific requirements. The competent person can: |This will involve applying knowledge and |Evidence reference: | | |understanding of: | | |Rights |What should make up a contract of employment |During my induction into the course I was | |Show knowledge of your rights as an| |made aware of the terms and conditions of | |employee, and work in accordance | |working at Zenos and I signed a contract | |with them | |to accept and agree to the conditions. | | | |There is also a description at | |Responsibilities | |www. acas. org. uk which states | |Show knowledge of your | |†A contract of employment is an agreement | |responsibilities as an employee, | |between employer and employee and is the | |and work in accordance with them | |basis of the employment relationship. | | | |This must con form to the The Employment | | | |Rights Act of 1996 | | |Anti-discrimination laws and the bodies that |I have written about the EO presentation | | |enforce them |and test in Induction and explained how I | | | |have discussed anti-discrimination/EO in | | | |formal progress reviews. | | |Your working hours and holiday entitlement. Found in learners handbook (9 to 5 Monday | | | |to Friday, fixed holiday period). | | |Your company’s policy on Sick and Maternity Pay |Sickness is covered in the learner | | | |handbook. Issues discussed in progress | | | |reviews. Not entitled to maternity pay. | | |Your rights as an Apprentice |Detailed in learner handbook.Turn up on | | | |time, wear appropriate clothing, follow | | | |contract of employment. | | |Your company’s grievance and disciplinary |This was detailed in the learner handbook,| | |procedures |covered in Induction | | |The health and safety legislation relevant to your|Received a health and safety presentation | | |role, and your role |covering the main health and safety points| | | |and concerns. | |Your roles and requirements in maintaining health |This was detailed in a health and safety | | |and safety |presentation covering the main health and | | | |safety points and concerns. (i. e. ensure | | | |my own safety and others, report incidents| | | |to first aider). | | |Your responsibility in adhering to data |The importance of data protection was | | |protection. covered in presentations and tasks (also | | | |covered in learner handbook). | | |Knowledge of industry laws and guidelines |The main laws and guidelines are covered | | | |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | |NOS and external sources of representation in your|The main laws and guidelines are covered | | |industry |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |Your role in your team and effective team-wo rking |I have taken part in a few tasks involving| | | |a team. So I am familiar with the | | | |essentials of team work. | | | | | Knowledge and understanding components Health and safety rights and responsibilities | |What your rights are and what you must do to follow company procedures | |Rights |What employers should do in order to protect you at work | | |What responsibility a training provider for your Health and Safety (including the Safe Learner project) | |Responsibilities |Your responsibilities in maintaining health and safety in your workplace | | |The laws and company procedures that you must be aware of at work (including Health and Safety at Work | | |1974, Manual Handling, DSE and any other laws relevant to your role) | |Contract of Employment | |What a contract of employment must include and the laws relating to them. | |Rights |When you should be issued with a contract of employment | | |What the contract should include (e. g. Salary, annual leave, working hours et c. ) | | |What should be done when changes in the contract are needed (e. g. hanges in salary, job role, working | | |hours) | | |The relevant areas of the Employment Law Act, particularly Statement of Particulars (Contracts) | |Responsibilities |Adhering to the Contract of Employment | | |The differences for self-employed workers | |Anti-discrimination laws | |What discrimination (e. g. gender, race, disability and age) is and the laws that protect against it. | |Rights |Your right to not be discriminated against on any grounds (e. g. ender, race, disability and age) | | |The laws that protect you from discrimination, such as: | | |Equal Pay Act 1970 | | |Race Relations Act 1976 | | |Disability Discrimination Act 1995 | | |What to do if you are being discriminated against, (including internal and external procedures) | |Responsibilities |Examples of what would constitute discrimination against others | | |The difference between direct, indirect and positive discrimination. | | |How to avoid discriminating against potential employees when recruiting. | |Working hours and holiday entitlement | |Your working hours and holiday entitlement, and the regulations and procedures that control these. | |Rights |What the Working Time Regulations 1998 are and the maximum working hours allowed, particularly for Young | | |Workers (aged 16-17) | | |Any exceptions to the Working Time Regulations 1998 (e. g.Seasonal workers in busy times, such as | | |Christmas) | | |What your working hours and holiday entitlement are (see also Contracts of Employment) | | |Who enforces the Working Time Regulations | |Responsibilities |Your company’s procedure for booking holiday (annual leave) and why it is important that you follow it. | | |What to do if you need to change or adjust your working hours. | Sick and Maternity Pay | |Your rights to Sick and Maternity Pay and your responsibilities in communicating with your employer regarding these. | |Rights |What Statutory Sick Pay is a nd your company’s sick pay policy | | |The right to Maternity Leave, and the minimum number of weeks of entitlement under Ordinary Maternity | | |Leave (OML) | |Responsibilities |The company procedures for reporting sick days. | | |Procedures to follow regarding Maternity Leave. | Rights and responsibilities of an Apprentice | |As an Apprentice you have some specific rights and responsibilities | |Rights |Your role as an Apprentice and the similarities or differences from other employees in your company | | |How the National Minimum Wage applies to Apprentices. | |Responsibilities |Your commitment to the training and qualifications in the Apprenticeship | |Grievance and disciplinary procedures | |The laws and internal procedures relating to grievance and disciplinary procedures | |Rights |The process that employers must follow for disciplinary procedures. | | |Your rights during the disciplinary procedures. |Responsibilities |The procedures you must follow to report a grievan ce | | |The procedures to follow to appeal a disciplinary decision. | |Data Protection | |The key areas of data protection and how they affect you as an individual and an employee | |Rights |Your right to personal information held by an organisation (either your employer or another company) | | |Who has rights to your information and how it can be used. | |Responsibilities |What information you can and cannot give out, and who can have access to that information | Team working | |Working effectively as part of a team (from Develop Personal Effectiveness Unit) | |Rights |See responsibilities | |Responsibilities |communicating effectively in a team setting | | |contributing to  team  activities | Industry laws and guidelines | |The laws and guidelines that affect your industry (IT, Telecoms or Contact Centres) | |Rights |None | |Responsibilities |What and how different industry activities are affected by laws and guidelines, such as storing names and| | |address, downloading image s from the Internet or sending inappropriate e-mails. | | |The laws that are relevant to your role in ICT or Contact Centres, for example: | | |Telecoms: The Wireless Telegraphy Act; IT: The Computer Misuse Act and the Electronic Communications Act | | |2000 | NOS and external sources of representation | |The information relating to IT that is relevant to your job role | |Rights |The organisations that represent you and your employer (e. g. e-skills UK, trade unions, Intellect, | | |British Computer Society, Call Centre Association) | |Responsibilities |What National Occupational Standards are, how they can be used and who sets them for your industry. | Useful Resources |Organisation |Role/ Areas covered |Website | |ACAS (Advisory, |Advice on employment matters |www. acas. org. k | |Conciliation and | | | |Arbitration Service) | | | |Citizen’s Advice Bureau |General source of advice on a range of topics |www. adviceguide. org. uk | | |covering your rights as a citizen | | |De partment for Education |Overall responsibility for education in England |www. dfes. gov. k | |and Skills | | | |Directgov |Website covering almost all areas of employment |www. direct. gov. uk | | |rights and responsibilities, contracts etc. | | |Disability Rights |Disability Rights and Disability Discrimination |www. drc-gb. org | |Commission |Act 1995 | | |e-skills UK |Sector Skills Council for IT, Telecoms and Contact|www. e-skills. om | | |Centres | | |Equal Opportunities |Equal Pay. Sexual Equality. |www. eoc. org. uk | |Commission | | | |Federation of |Trade association for the mobile and |www. fcs. org. uk | |Communication Services |telecommunication services industry | | |Health and Safety |Regulators of Health and Safety |www. hse. gov. k | |Executive | | | |Information |Data Protection and Freedom of Information |www. informationcommissioner. gov. uk | |Commissioner’s Office | | | |Learning and Skills |Responsible for funding 16+ training in England |www. lsc. gov. uk | |Council | | | |Safe Learner |Specific Health and Safety information for |www. safelearner. nfo | | |Apprentices | | |Trade Union Council |Information about trade union and search for you |www. tuc. org. uk | | |trade union | | |The Commission for Racial|Race Relations Act and racial equality |www. cre. gov. uk | |Equality | | | |Tiger |National Minimum Wage and Maternity Leave |www. tiger. gov. uk |If you have any comments or queries regarding this workbook, please email ben. [emailprotected] com. Declaration This declaration should be completed by the Apprentice, the employer and the training provider and then attached with the Apprenticeship Certificate Request Form. |Apprentice | |Name: | |Date of Birth: | | |Signature: | |Date: | | Employer | |Name: | |Organisation: | | |Signature: | |Date: | | |Training Provider | |Name: | |Training Provider: | | |Signature: | |Date: | | Please record details of any alternative knowledge specifications below:

Pakistan, India and the Second Kashmir War

Pakistan, India and the Second Kashmir War In 1965, India and Pakistan fought their second of three major wars since 1947 over Kashmir. The United States was largely to blame for setting the stage for war. The United States in the 1960s was an arms supplier to both India and Pakistanunder the condition that neither side would use the weapons to fight each other. The weapons were ostensibly designed to counter communist Chinas influence in the region. The condition, imposed by the Kennedy and Johnson administrations, was a naive reflection of American misunderstandings that would plague American policy there for decades. Had the United States not supplied either sides with tanks and jets, fighting would likely not have resulted, as Pakistan would not have had the air power to take on the Indian military, which was eight times the size of Pakistans. (India had 867,000 men under arms at the time, Pakistan just 101,000). Pakistan, however, allied itself in 1954 with the United States through the Southeast Asia Treaty Organization, leading neutralist India to accuse Pakistan of positioning itself for an American-backed attack. U.S. arms supplies in the 1960s fed the fears. We warned our friends that this aid would not be used against China, but against Pakistan, Pakistani President Ayub Khan, who ruled Pakistan from 1958 to 1969, complained in September 1965 of American arms flowing to India, too. Ayud, of course, was being brazenly hypocritical as he had also dispatched American-made fighter jets against Indian forces in Kashmir. The second war over Kashmir, never declared, broke out on Aug. 15, 1965 and lasted until a UN-brokered cease-fire on Sept. 22. The war was inconclusive, costing the two sides a combined 7,000 casualties but gaining them little. According to the U.S. Library of Congress Country Studies on Pakistan, Each side held prisoners and some territory belonging to the other. Losses were relatively heavyon the Pakistani side, twenty aircraft, 200 tanks, and 3,800 troops. Pakistans army had been able to withstand Indian pressure, but a continuation of the fighting would only have led to further losses and ultimate defeat for Pakistan. Most Pakistanis, schooled in the belief of their own martial prowess, refused to accept the possibility of their countrys military defeat by Hindu India and were, instead, quick to blame their failure to attain their military aims on what they considered to be the ineptitude of Ayub Khan and his government. India and Pakistan agreed to a cease-fire on Sept. 22, though not without Pakistans Zulikfar Ali Bhutto, the foreign minister at the time, threatening that Pakistan would leave the United Nations if the Kashmir situation wasnt settled. His ultimatum carried no timetable. Bhutto called India a great monster, a great aggressor. The cease-fire was not substantial beyond a demand that both sides put down their arms and a pledge to send international observers to Kashmir. Pakistan renewed its call for a referendum by Kashmirs mostly Muslim population of 5 million to decide the regions future, in accordance with a 1949 UN resolution. India continued to resist conducting such a plebiscite. The 1965 war, in sum, settled nothing and merely put off future conflicts.