Being A Mortician Essay -- essays research papers

Being a Mortician The word mortician brings what images to mind? The career of a mortician is surprisingly different than it is portraied in movies and books. Being a mortician is a very rewarding job both personal as well as psychological to those with the temperament, training and discipline required to do the job properly. In this paper I'll be reporting the requirements to become a mortician, also called funeral director or undertaker, the duties the job requires of you, and the outlook of this career in the future of the United States. To become a funeral director in the United States today isn't an easy task. You need to be twenty-one, a high school graduate with some undergraduate college work, as well as at least one year of professional training in mortuary science, and completion of an apprenticeship. "Upon completing a state board licensing exam, new funeral directors are qualified to join the staff of a funeral home. In many states successful completion of a national examination given by the National Conference of Examining boards will qualify you for licensure"(IRN 10). In different states the undergraduate college credit varies considerably, one-third of the states require one year; another third wants two years; and the other third requires three years of credit(IRN 9). A concentration of courses is also required in some of the states. You may need to take 15 credits in natural science, 13 in social sciences, 13 in business, 14 in chemistry(IRN 10). In addition to your college work, you will need at least 50 credit hours of professional work in mortuary science. "There are about 40 schools of mortuary science officially recognized by the U.S. Department of Education today"(Shipley 220). The curriculum generally consists of courses in: "Embalming, Restorative Art, Chemistry, Microbiology, Pathology, Anatomy, Small Business Management, Funeral Home management, Merchandising, Accounting, Funeral Home Law, Computers, History and sociology of Funeral Service, Psychology of Grief, Grief Counseling, oral and Written Communication, Funeral Service Law, Business Law, and Ethics"(IRN 11). Along with educational requirements you need to look at the personal requirements it takes to be a funeral director. You have to be on call 24-hours a day 7 days a week, deat... ... no background in the profession(CGP 3). The field is highly secure and recession proof. Chances are that if you are temperamentally matched to the requirements of the work and like your job, you will have few worries about security. Most funeral directors stay with their employers for many years and there is relatively little turnover in the field(IRN 12). The earnings as a funeral director greatly depends on the area of the country in which you are employed, the size of the funeral home at which you work and the number of cases handled. Also, your salary will depend upon whether your community in unionized or not(generally union contracts call for higher salaries and more generous benefits)(IRN 20). Average salaries, including bonuses, for owner-managers are about $60,000 annually. Midlevel managers averaged $40,000. Embalmers earn average salaries of $30,000 and apprentices average $20,000(IRN 21). In conclusion, the career as a mortician is very emotionally and physically challenging, but is a very secure future. Chances are if you set out to be a mortician and make it through the schooling you will find a secure job someplace and be set for life.

Education Is Very Important Essay

It helps us gain knowledge, information and interpret things correctly. Education teaches us how to lead our lives by mingling in the society and turning out to be good citizens. It makes us capable of interpreting rightly the things perceived. Education teaches us right behavior and makes us civilized people. It forms as a support system to excel in life, to continuously learn and build confidence, to reason everything till every question meets its answer. The conversion of information to knowledge is possible because of education and we also gain intelligence. Higher education influences the economic development of a nation as per the economists. A person is always judged by good manners he/she has. Education is important as it teaches us to differentiate between good and bad manners and choose the right behavior that cultivates good manners. Good manners are important for kids to develop at a very young age. Kids must learn to be polite, learn telephone etiquette, socialize with other kids and develop values. All this can be taught at home as well as school. Teaching your children good manners creates a foundation for them that will follow them through life. Education is important because it equips us with all that is needed to make our dreams come true. When we opt for higher education or masters, we need to choose the specialization field of our interest and talents. Most leading courses allow you to study all areas for the first year and to choose a specialization in your second year when you have more exposure and knowledge about these fields. The technical and analytical skills can be well explored in the area of one’s interest.

Chinese Mythology Essay

Mythology is a collection of myths or the study of ancient traditional stories of gods or heroes, giving an explanation to an unexplained event. For Plato, the fist known user of the term, muthologia meant know more than the telling of stories (Kirk 8). Mythology is an important aspect to the world, today. Through the study of myths help us develop an idea of what the cultures were like. It includes hints that exhibit how they lived their lives. Myth is its serious purpose and its importance to the culture (Lansford 1). Every culture has its own myth that explains about the nature of that particular culture. The Chinese culture has been around for many centuries, its myths have accumulated into varies stories of gods and their culture. China is the world’s oldest continuous civilization (Cotterel 9). Evidence show the earliest Chinese civilization to be found around 1650 B. C. The beginnings of Chinese mythology, started around the Wei and Jin Dynasties. Influenced by alchemist ideas, Taoist and Buddhist superstitions, various writers created storied about their enigmatic surroundings. The beginning of the Chinese civilization is based on mythology. One of the creation myths is about the beginning of the world. In it, the world began as an egg and cracking open, the top of the shell grew to be the sky, the lower shell became the Earth, and in the middle stepped a man named P’an-gu. Mythology of the ancient Chinese is apparent through art, music and literature. Since, there is no explanation of how the Chinese civilization began; mythology has been a way of explanation to the Chinese culture and other cultures around the world, today. Chinese mythology, as with many other cultures, has many gods and goddesses that are in charge of various things. In the Ancient Chinese culture, there are gods and goddesses for every important aspect of the people’s life, even things as unlikely as the stove god and the door god. Other deities that were important to the Chinese people were the gods of the elements such as Chu Jung, the fire god, Lei Kun, the thunder god, the wind god, and the lightning goddess. Most of the element gods devoted themselves to punishing criminals and keeping evil spirits away. There were also important gods in charge of fields such as Kuan Ti, the god of war, Kuan Yin, the goddess of compassion, T’Shai-shen, the god of wealth and Tsao hsang, god of the hearth. Although there gods were very important to the Chinese people, one of the most important gods was Nu wa, the mother goddess. She was a compassionate goddess who created mankind and bestowed love and creation to them. She helped her people when they were in need, like when she created rice from her own milk and blood in order to feed her people. She was very humble and a modest goddess, not wanting credit for her benevolence. The gods and goddesses of Chinese mythology were basically deities that symbolized the good and just qualities that people should imitate in their everyday life. The basis of Chinese life was a belief in harmony and balance (Williams 20). The Chinese believed in harmony with nature, and sometimes honored the spirits with gifts, feasts, and rituals. The Chinese believed the souls of the dead returned (Williams 20), a concept of Buddhism. The family held Chinese society together (Williams 20). In China, many generations of families lived together, even in the same house, and the children were taught to respect and obey their elders (Williams 20). As in all cultures, men were ? superior’ to women in China. Parents believed they would become gods after they died, if they had a son (Williams 21). This belief was taken fiercely to the point that the parents would kill a newborn female. A custom that the upper-class women followed was of foot binding, which was believed to make the foot appear tiny, since the culture considered small feet feminine and delicate. The most important festival in China was the Chinese New Year, it is held in the spring of each year. During this festival, offerings were given to the sprits. In China, the color white is considered the mourning color and the children showed respect for dead parents by fasting and wearing thick clothes (Williams 21). Most beliefs and customs of the Chinese culture appear from the religions of Confucianism, Taoism, and Buddhism. The Chinese culture has a long history of beliefs and customs, which are used by the generations before and now. It is highly unlikely that the generations to come would not be following the same beliefs and customs of the ancient Chinese. The origin of religion goes back to prehistoric times when the earliest people of China sought answers to the same basic questions that have baffled primitive men over the world: what is the unseen force that brings darkness and light, winter and summer, drought and rain, life and death; what must men do to appease this force? (Schafer 57) Ancient China has three main religions Taoism, Buddhism, and Confucianism. Confucius was concerned mostly with laws made by people, and whether people were naturally good or naturally evil. In contrast, the followers of Lao-tzu believed people were guided by universal laws, not human ones. This was the basis of Taoism (Williams 18). Taoists tried to live a life of simplicity and meditation close to nature. Taoism was mystical and influenced by ancient Chinese folk religion. Its followers used magic as well as prayer and diet to seek eternal youth (Williams 19). Taoists were peaceful people who generally lived peaceful lives. Buddhists follow the teachings of Buddha (born 563 B. C. ), a north Indian prince who devoted his life to a search for personal peace, or enlightenment. The name Buddha means â€Å"enlightened one†. He believed that by giving up worldly desires, such as for fine food and clothes, a blissful state called nirvana could be achieved. In nirvana there was freedom from sorrows of the world. Indian belief as that time held that people were reborn many times. Persons who had lived badly in former lives might be born in an animal or insect form. Buddha said that by reaching nirvana, this endless cycle of rebirth could be broken (Cotterell 27). Buddhists follow an â€Å"eight-fold path,† this is like a code by which they live. Confucianism came in earlier than Taoism and Chinese Buddhism. The so-called Confucian classics were, in fact, complied long after the death of Confucius by disciples of his disciples, and were edited and interpreted in Han times by government scribes; but they purport to reflect the views of the great sage of antiquity on history, religious rites, morals, and standards of behavior. The state officers of Han times accepted these interpretations and associated them with the standardized pagan nature worship of state cult as a part of the acceptable way of life for a Han gentleman. We in the west sometimes call this way of life, which includes both reverence for the ? ancient’ books and the ? ancient’ gods, ? Confucianism’ (Schafer 60-61). Confucianism flourished in China as so did the other religions. The Chinese were inquisitive people, always inventing and always wondering how things worked. It is only logical for them to generate religions that explain how life is and how it will be in the afterlife. In Chinese mythology, myths and legends deal with aspects of human nature, human relations and social life (Owens). Chinese myths use human traits, like emotion, to convey lessons. The myth on the creation of man clearly depicts the basics of a Chinese myth. After P’an-gu, creator of the world, died and his body transformed into different elements of the Earth, Nu wa, the dragon goddess, came down from heavens and admired P’an-gu’s creation. In order to honor P’an-gu’s sacrifice to the Earth, Nu wa decided to create humans. She started to make them out of yellow clay, but since it took much of her strength, she dipped a rope into the mud and when she took it out, the drips became people. Her clay and mud people were not alive, so her heart took pity and she breathed her divine breath into them. She also whispered thoughts of love and creation into their ears and told them to reproduce. The people made of yellow clay became the rich and the people Nu wa made of mud became the poor. This myth explains many aspects of human life. It explains how the social classes came to be and also human emotions. Nu wa shows human emotions like honor, when she was determined to let P’an-gu’s death not be in vain; in compassion, she breathed her divine breath into each and every human. This myth represents human relations because Nu wa put ideas of love and procreation into the human race’s mind. These Chinese myths explain how the good and bad came to be and how a person should live a happy a fulfilling life. Mythology is not a subject that should be ignored. It is an important subject that should be learned and understood by all cultures so that as a world, we can come to understand each other better. The first step in hatred is fear. Fear of the unknown can generate more hate than anyone could possibly fathom. If everyone became educated about other culture, there would be little to know unknown, and there would probably be less hate in the world. Mythology, the study of myths, gives people an insight to others dreams, hopes, and their fears. We all have hopes, dreams, and fears. By learning about other cultures’ hopes, dreams, and fears we can feel more connected to each other and reach out. Mythology is a key element in keeping peace without shedding blood. Work Cited Cotterel, Arthur. Ancient China. Kirk, Geoffrey Stephen. Myth: its meaning and functions in ancient and other culture California; University of California Press. 1970 Lansford, Tyler. â€Å"Mythology† Microsoft Encarta Encyclopedia 2002. Microsoft Corporation, 2002 Owens, D. W. â€Å"Ancient Chinese Mythology: Gods and goddess folklore† Google. com. November 5, 2003 Schafer, Edward H. Ancient China. New York; Time Inc. 1967 Williams, Brians. Ancient China. Middlesex, England; Reed Educational and Professional Publishing, Ltd. 1996.

History Questions and Answers on France Essay

1.How far did Napoleon Bonaparte maintain the ideals of the French Revolution during the period 1799–1815? The key issue is the relationship between Napoleon Bonaparte and the French Revolution. ‘How far’ invites candidates to consider the extent and limits of the claim that he maintained revolutionary ideals. These ideals can be summarised quickly as ‘liberty, equality and fraternity’. The Revolution had sought greater equalisation between classes, the rule of law and the end of secular and religious privilege. The focus should be on the period from 1799 to 1915 and there is no need for long narratives of the period from 1789 as long as answers can put Napoleon into context. Napoleon maintained that he was the son of the Revolution and his Code incorporated some measures that ensured the rule of law. He encouraged promotion by merit rather than by birth. He confirmed the changes to property ownership that had taken place. On the other hand, the Code benefited the middle classes more than the peasantry and the emphasis on authority in the family returned to pre-1789 values. His rule was authoritarian and the establishment of the Empire was a contradiction of republican principles. Opponents were prosecuted by an active police system, headed by Fouchà ©. Government institutions were not independent and Napoleon was able to nominate those to high offices. Lesser officials, although elected, could be removed. There is no need for long narratives of foreign policy but it will be relevant to explain how far it was driven by personal, rather than revolutionary, motives. Answers worth 22-25 will consider both sides of his rule and come to clear conclusions. 19-21 answers will be mostly secure but will miss some possible lines of discussion. 11-13 answers will show a basic knowledge of his rule but will be very narrative or descriptive, but sometimes incomplete. 14-15 can be awarded to fuller descriptions. 16-18 answers will make some salient points of comment in otherwise largely descriptive accounts. 2 How far did Napoleon Bonaparte achieve his aims in domestic policy? The key issue is Napoleon’s success in achieving his aims in domestic policy. The question is deliberately worded to exclude discussion of foreign policy and this will be irrelevant unless referred to briefly in an introduction or conclusion. For example, a good point would be that Napoleon achieved power largely by conquest and was then was brought down by failure abroad, not by internal opposition. But this does not mean that victory and defeat abroad must be described in detail. Answers can be awarded 11-13 marks when they contain relevant but basic descriptions of domestic policy. These answers will give little consideration to Napoleon’s aims and will probably be very uncritical. Fuller descriptions but with a similar approach can be awarded 14-15 marks. The 16-18 band will require some specific study of aims although these might be treated broadly; the description will be quite full. The discriminating factor for the 19-21 band will be the concentration on aims and their achievement although the essays will contain some gaps. For example, they might be very one-sided. More complete assessments that consider alternatives can be awarded 22-25 marks. Napoleon aimed at personal power and he secured this from 1799, with the Consulate, and then 1804, with the Empire, until 1814. But candidates should note his abdication before his unsuccessful return. Credit will be given when candidates consider how far he wished to continue the reforms of the Revolution. He sought to maximise his support and offered promotion by merit. However, political opponents were treated harshly by the police system under Fouchà ©. His attempts to stabilise the economy can be examined as can his relations with the Roman Catholic Church, which he stabilised. Candidates should consider the importance of the Code Napoleon. 3.The aims and methods of Cavour were completely different from those of Mazzini.’ How far do you agree with this judgement? The key issue is the comparison of Cavour and Mazzini. Answers should be reasonably balanced in their treatment of the two men. 60:40 either way can deserve any mark band; 70:30 will normally lead to the award of one band lower than would otherwise be given. The 11-13 band will require a basic knowledge and understanding of one man. Answers in the 22-25 band will be fully comparative. They will differentiate between aims and methods and support the argument by sound knowledge. Most candidates, even in this band, can be expected to agree with the claim in the question but credit should be given to candidates who are aware of some common ground, e.g. both wished to make Italy an independent state and saw Austria as the major stumbling block. 19-21 answers will show good qualities but will be less impressive, perhaps by lacking a distinction between aims and methods or by pursuing a more uneven comparison. There will be some comparison in the 16-18 answers but the approach will be mostly descriptive or narrative. The emphasis on narrative will probably be characteristic of answers in the 11-13 and 14-15 mark bands. In their aims, Mazzini always sought the unification of all of the Italian peninsula. Cavour began by seeking to make Piedmont a more important and extended state in northern Italy and was initially reluctant to embrace the southern states. Mazzini was a democratic republican. Cavour was a monarchist whose ideas of democracy were more limited. Mazzini wished Italians to gain independence by themselves; Cavour aimed to win European support for his designs. In methods, Mazzini embraced revolutionary methods, for example in the 1830s and in 1848. He tried to build an alliance of all classes although he failed to do so. Cavour began by strengthening Piedmont. He opposed revolutions but manipulated plebiscites to give the appearance of popular support for his policies. Diplomacy, especially with Napoleon III of France, was a vital means of isolating Austria and supplementing the weak Piedmontese army. To the dismay of Mazzini and Garibaldi, Cavour was willing to surrender some Italian territories to gain his wider ends (Nice and Savoy to France). Although not an ally of the Roman Catholic Church, Cavour saw the importance of not alienating the papacy, unlike Mazzini. 4.How far was Napoleon Bonaparte an oppressive ruler in his domestic policies from 1799 to 1815? The key issue is the assessment of Napoleon’s domestic policies. Foreign policy will be irrelevant unless mentioned briefly in an introduction or conclusion. For the highest marks, 21 – 25, Examiners will expect answers to consider the case for and against the claim that he was oppressive, coming to a clear conclusion. For 11-13 marks, answers should be expected to demonstrate a basic knowledge and understanding of the main elements of domestic policies. Some policies might be seen by some as oppressive and by others as liberating. 1799 marks the appointment of Napoleon as First Consul after the fall of the Directory. Especially during the Consulate, he implemented many reforms such as the Code Napoleon and the Concordat (1801). The former helped to restore administrative order to France and guaranteed certain rights but it also strengthened Napoleon’s authority. The latter was a reconciliation between France and the Papacy/Roman Catholic Church. This pleased many French people who retained their religious views but it afforded Napoleon a considerable measure of control over the Church. The Empire (1804) saw Napoleon achieve even more power and he was dominant over every aspect of French life. Candidates can explain administrative measures that cemented the authority or oppression of the Emperor. Officials were nominated rather than freely elected. The most successful candidates should be able to note and assess the reasons for the continuing opposition to Napoleon within France which was controlled to some extent by a harsh police system. Answers worth 11-13 marks should display basically acceptable knowledge but there will be little considered assessment. 14-15 marks can be awarded to answers that are relevant and more detailed but still more dependent on narrative and description than assessment and comparison. 16-17 marks might be awarded to answers that contain more analysis and assessment but where the assessment might be largely implicit. 18- 20 marks will be appropriate for answers that focus on the key issue but in which there is evident imbalance and unevenness. The discriminating factor in the 21-25 mark answers might well be their success in providing convincing assessments. 5.‘From 1789 to 1799, who posed the more dangerous threats to the French Revolution: its internal or its external enemies? The key issue is the threats or dangers to the French Revolution. Candidates should note that the question ends in 1799 with the coup d’à ©tat of Brumaire, the end of the Directory, and Napoleon’s accession to the Consulate. No particular ceilings are suggested for incomplete answers but answers that end in 1794-95 with the fall of the Jacobins might be worth at least one band lower than would otherwise be awarded. Candidates should consider both internal and external threats. Answers that discuss only one aspect and completely ignore the other cannot expect more than a mark in a middle band. However, examiners will not look for an even balance in even the best essays; a reasonable balance but one that is weighted to one side can score very highly. The quality of the argument will be of prior importance. Internal enemies included the King and court to Louis’ execution in 1793. His recognition of the Revolution, and the concessions that he agreed, were half-hearted. Royalists within France and those who left the country (à ©migrà ©s) continued to agitate. The influential Church was hostile. Conservative regions of France, especially the more rural areas, were hostile to the changes, such as the Vendà ©e. From 1795, the Directory tried to draw back from the alleged excesses of previous years but was unsuccessful in controlling disorder until the advent of Napoleon. France had to face foreign enemies from the inception of the Revolution and open war broke out in 1792 against Austria and Prussia. The danger of overwhelming defeat and the fall of the Revolution seemed very real. Foreign enemies later included Britain, Holland and Spain. Although unsuccessful at home, the Directory had more success abroad, especially through the victories of Napoleon in Italy. Weak answers will probably be vague about the threats and might be confined to very general accounts of the Revolution. Answers in the middle bands might focus on threats but deal with them in a highly descriptive manner, lacking assessment and comparison. The most successful answers can be expected to be analytical, focused on assessment and supported by appropriate factual knowledge Why did Louis XVI’s policies from 1789 fail to prevent his execution in 1793? †¨The key issue is the assessment of Louis XVI’s policies as a reason for his execution. The question asks ‘Why†¦?’ and examiners will award the highest marks to answers that are analytical, providing a series of reasons for the execution of Louis XVI. However, excellent answers can be organised chronologically because the period from 1789 to 1793 saw many changes that can be examined sequentially. Candidates might examine his reluctance to accept the comparatively moderate changes that were demanded by the Third Estate in 1789. He sided with the First and Second Estates until he was forced to concede. He was forced to accept the Declaration of Rights and the Civil Constitution of the clergy. Suspicions that he wanted to overturn the concessions, probably with foreign assistance, were reinforced when he fled to Varennes. Answers in Band I should also consider the impact of other factors that led to the King’s execution. These included a worsening economic situation and the rise of political radicalism, leading eventually to the (brief) triumph of Robespierre and the Jacobins, who were directly responsible for Louis XVI’s execution. War and counter-revolution in the provinces threatened the gains of the Revolution and had an impact on the King’s situation. The Grand Peur, the Terror and the influence of Paris and the sans-culottes might be seen as evidence of the burgeoning influence of the urban lower classes. Some candidates might consider the reputation of the Queen, Marie Antoinette, and the royalist supporters. 7. ‘The divisions among the revolutionaries were the most important reason why Austria was able to suppress the revolutions in Italy and Germany in 1848–49.’ How far do you agree with this claim? †¨ The key issue is the reason for the failure of the revolutions of 1848–49 in Italy and Germany. Examiners will expect a reasonable balance in the discussion of the two regions for marks in Bands 1 and 2 (18–20; 21–25). 60:40 either way will be acceptable. An understanding of the revolutions in one region will be required for Band 5 (11–13). Candidates can argue that other factors were more important than divisions among the revolutionaries, for example Austrian military power, but the stated factor should normally be given some attention for Band 5. In Italy, the revolutionaries had different aims. For some, local grievances were most important. For example, Sicily resented rule by Naples. Mazzini and Garibaldi aimed at wider issues when they established the Roman Republic. Piedmont’s leaders had a different agenda. In Germany, Liberals demanded constitutional reform but disagreements appeared, for example over the role of Prussia. There was no coordination between the movements. Religious divisions between Catholics and Protestants were important. Candidates might explain the failure of the Frankfurt Parliament. On the other hand, Austria’s army was stronger than any force that the revolutionaries could muster. Their generals were more capable; answers might mention Radetsky in Italy. 8. How far did Napoleon Bonaparte ensure liberty and equality in his domestic government of France? †¨The key issue is the nature of Napoleon’s government of France. The question clearly refers to domestic issues; discussions of foreign policy or the impact of Napoleon’s rule on other countries will not be relevant unless they are a brief part of introductions or conclusions. One would expect answers in Bands 1 (21–25) and 2 (18–20) to consider arguments for and against Napoleon’s support for liberty and equality. However, examiners should not require an equal balance. The balance will reflect the argument. For example, it might reject ’liberal’ measures as of minor importance. Answers in other Bands might plump for an argument that accepts or rejects ’liberty and equality;’ without considering the alternative at all. It will be relevant to discuss the Code Napoleon (1804), an attempt to unify the diverse laws of France. Its confirmation of equality before the law and the end of privilege, and religious toleration would point towards Napoleon’s liberalism. Careers were open to talent. However, associations of workers were banned and women were given fewer rights than men. Napoleon kept a tight hold on power through his autocratic rule. Officials were nominated and the Empire ensured Napoleon’s personal rule. Opposition was suppressed and reference might be made to the work of Fouchà © as Minister of Police. Equality was limited by the restriction of promotion to Napoleon’s supporters. 9. Why was Napoleon Bonaparte able to become Emperor of France? †¨The key issue is the creation of the Empire by Napoleon Bonaparte. The Question asks ‘Why’ and examiners will be looking for analysis when awarding the two highest Bands. It will be relevant to explain the background to Napoleon’s rise to show his appeal after the instability of the previous decade. However, surveys need to be linked to the Empire to get a high reward. Napoleon offered military success in the revolutionary wars especially against Austria; the failure of the Egyptian campaign was offset by propaganda. He also gained support because of his ability to put down insurrection and disorder within France. He managed to out manoeuvre colleagues in the Consulate and caught the imagination of France by establishing the Empire, promising to safeguard the ideals of the Revolution and maintain order. He had pursued populist policies, for example in the Codes and through the Concordat. War was not a heavy expense for the French people but made Napoleon‘s reputation. Even the Egyptian expedition did not reflect badly on him. It will not be necessary, and probably irrelevant, to narrate the developments of foreign relations and campaigns but candidates can point out the resulting popularity within France. Although the Empire contradicted the republicanism that was at the heart of the French Revolution from 1792, it promised to maintain the ideals of the Revolution whilst, at the same time, ensuring order and efficiency. Some, such as extreme royalists and Jacobins, were not reconciled but Napoleon’s autocracy and the establishment of the Empire were not seriously threatened by oth er people or alternative ideas. 10 How far was France a police state under Napoleon Bonaparte from 1799 to 1814? †¨The key issue is in the phrase ‘police state’. The question asks ‘How far..?’ and candidates should examine both the extent and limits of the claim. However, examiners will not expect balanced answers. The French were completely free under Napoleon but many candidates might judge that France was indeed a police state and therefore devote most of their time to this argument. An uncritical acceptance of this view might be worth up to Band 2 (and Band 1 might be achieved by excellent discussions) but normally answers in the highest band might be expected to consider both sides. Napoleon seized power in 1799, reduced the other Consuls to impotence and then declared himself Emperor in 1804. Although these changes were approved by plebiscites, and were genuinely supported by most French people, they represented authoritarian rule and the results of the plebiscites were rigged to produce even larger majorities in favour. Fouchà © headed the Ministry of Police. Letters of arrest very similar to the Bourbons’ lettres de cachet were used. Opponents were detained. The press was heavily censored and the state itself engaged in widespread propaganda. Napoleon’s governments under the Consulate and Empire gave him considerable power over central and local administration. The Codes might have guaranteed some freedoms but they were also a device to bring order and obedience to France. The Concordat with the Papacy (1801) recognised the need to conciliate the Roman Catholic Church and it also allowed some toleration to Protestants but its justification to Napoleon was political rather than moral. On the other hand, it can be argued that police action was not indiscriminate. Many French people found conditions improving. There is no need to compare Napoleon’s rule with other revolutionary regimes (or other police states) but brief comparisons can be given credit. 11Why was Louis XVI executed in 1793? †¨The key issue is the reasons for Louis XVI’s execution. The question asks ‘Why?’ and candidates should provide a series of reasons. Most candidates can be expected to begin in 1789. It will be difficult to make material before 1789 relevant. Some might take a narrower approach with the rise of the Jacobins. As always, the main criterion in assessment will be the quality of the argument. The question can be tackled chronologically. It is easy to underestimate the support for Louis XVI in 1789. The decision to convene the Estates General was popular. The number of republicans was negligible. Nevertheless, his popularity continued to decline until his execution at a time when few monarchists in France dared to protest. Louis’ personality can be examined. He was well-meaning but lacked political skills. He had a strong sense of duty and monarchical obligation. He believed in divine right. Together, these made him reluctant to accept the (comparatively moderate) reforms that were demanded, such as the issue of voting in the Estates General, the August Decrees and Declaration of Rights, until he was forced into concessions, which consequently made him less, not more, popular. His defence of privileged classes was an important factor. He held out against the Civil Constitution. There were suspicions, not wholly unfounded, that he was angling for foreign intervention to regain power. The King was seen as sympathetic to the à ©migrà ©s. Whatever the truth about Marie Antoinette’s attitudes and actions, she was widely hated. The ill-fated flight to Varennes can be examined. It will be very relevant to show how extremists hijacked the Revolution. The dangers from war, internal unrest as in the Vendà ©e, and economic pressures led to the victory of extremists such as Robespierre and the defeat of moderate revolutionary forces. Louis’ execution was important in its own right but it was also a reflection of rivalries between different groups of radicals. 12 Who of Cavour, Garibaldi and Mazzini contributed most to the unification of Italy by 1871? †¨The key issue is the comparative contributions of three leaders of Italian unification. Band 5 (11–13) will need a basic understanding of the work of one man. However, even the best answers do not need to show an even balance between the three. Candidates can spend most time on their preferred choice but answers in the two highest bands will need a sound knowledge and understanding of all three. There is a comparative element in the question (‘contributed†¦most’) and answers in Band 1 (21–25) will be clear when offering their reasons. Answers in lower bands might be relevant, well informed and clearly argued but they will probably not justify their choice. A problem might be when candidates interpret the question as an invitation to write about only one leader – the most important. These answers might show the candidates to be capable of writing well but they will be incomplete. Such answers might be limited to a ceiling in Band 3 (16–17) although, as always, the overriding factor will be the quality of the argument. Cavour laid a firm foundation for unification by re-organising Piedmont. He was a successful politician who managed Piedmont with a combination of skill and bribery. He was a realist and ensured that he obtained foreign assistance, especially from Napoleon III’s France, before confronting Austria. He preferred to extend Piedmont’s influence by plebiscites, apparently democratic but actually carefully managed. It might be argued that unification went further than he intended but his acceptance of Garibaldi’s gains in the south confirmed his pragmatism and he was careful not to confront the Papacy. By the time of his death (1861), Italy was unified with the exceptions of Venetia and Rome. Garibaldi made his name in Italy and outside by his contribution to the failed revolutions of 1848–49. He did as much as anybody to popularise the cause of Italian unification. The 1860 invasion of the south was successful militarily and had knock-on effects by forcing Cavour to recognise the momentum of pressure for a larger Italy. Although his later career was less successful, his particular claims were to push for the unification of the peninsula as a whole and to win the support of the lower orders. Mazzini led the cause in the 1830s and 1840s, for example through the Carbonari and the 1848–49 revolutions. It might be claimed that his ideas were unrealistic: a secular democracy achieved by Italians alone. However, although he was to be less successful in practical terms than either Cavour or Garibaldi, his claim to have been the most important contributor depends largely on the way in which he began the struggle. Except for the monarchy, the final shape of Italy closely resembled his programme. 2 Was Robespierre more a success or a failure than a revolutionary leader? Robespierre soon gained a reputation in the Estates General of 1789 as a lawyer who defended the interests of the poor. He became a leader of the Jacobins and was one of the first to demand the establishment of a republic and the execution of King Louis XVI after the Flight to Varennes (1791). He opposed the war in 1792 because he feared that it would result in the rise of a dictator. Robespierre and the Jacobins (or Montagnards/Mountain Men) defeated the Girondins and dominated the new Committee of Public Safety (1793-95). While in a dominant position, he did not merely seek power for himself and was believed not to be corrupted by power or wealth. He was the ‘Incorruptible’. He believed the problems facing the republic (including external war, internal counter-revolutionary groups and inflation) could only be solved through the use of terror. The terror acted against real and suspected enemies of the revolution and extended into every corner of France. Victims were mostly the aristocracy, bourgeoisie and members of the clergy but also included members of other classes. In all, perhaps 40,000 people were executed. Robespierre advocated a Republic of Virtue. He took the anti-clerical policies of the revolution further by inaugurating the cult of the Supreme Being, based on Reason. He also took severe steps to solve the dual problems of inflation and food shortages. Assignats and price fixing were introduced but both were unsuccessful. Robespierre took on board Carnot’s proposals for mass conscription to fight the war against counter-revolutionary kingdoms. By 1794, the opposition was able to gather sufficient support to bring him down and he was executed. Answers in the higher bands will consider both successes and failures although answers need not be evenly balanced because arguments can stress either. Was he more a success than a failure? Successes might be seen in the defeat of counter-revolution from within and outside France. The establishment of the republic was a short-term success. Robespierre’s leadership of war was decisive. Failures might include the brief period of his rule. Enemies were paralysed briefly. His socio-religious and economic policies did not work. 14 ‘Italian unification was more a victory for Piedmont’s power than for nationalism.’ How far do you agree with this claim? After 1815, Piedmont emerged as the major Italian state to oppose Austria’s power in Italy. However, its leadership was not accepted universally and was unpopular in some quarters. Other places with their leaders had claims, e.g. Rome and Venice. Charles Albert of Piedmont played a controversial role in 1848, seeming to lead the resistance to Austria but in the narrower interests of Piedmont and being willing to exploit the problems of risings elsewhere. After 1848 and under Victor Emmanuel, Piedmont became the more obvious candidate for leadership of Italy. It was independent of Austrian influence, with a constitution including the Statuto, was the wealthiest state in Italy and possessed an army which, although not equal to that of Austria, was stronger than that of other Italian states. Responses might build on this to examine the particular role of Cavour. He aimed to modernise Piedmont and then win allies to help to weaken Austria. By his death in 1861 his policies were successful in expanding Piedmont’s role in the north and in the Duchies. Garibaldi’s success in the south led him to go further than he probably wanted. But by 1861 Venetia and Rome were still outside the new kingdom of Italy in which Piedmont was the most powerful state. Italian nationalism was diverse in its aims. Mazzini aimed at the unification of the entire peninsula but he was foiled in the 1830s and in 1848-49. Other leaders such as Manin in Venice and, briefly, the Pope in 1848-49 had very limited success. None of these gained universal support from inside or outside Italy and crucially lacked military power. However, the role of nationalists, especially Garibaldi, should not be underestimated. Garibaldi played a crucial role in Cavour’s later years and he continued to aim at the incorporation of Rome. Candidates might point out that the final stages of unification (Venetia in 1866 and Rome in 1870) owed little to either Piedmont or to other Italian nationalists. To achieve the highest bands answers need not be evenly balanced between Piedmont and nationalism but should be sound on each.

Phase 2 Individual Project Essay

There are many businesses that have expanded their business internationally in order to benefit in some sort of way rather it revenue or a better market for their product. In this thesis, I will research a multination company and its international strategy over the last 10 years. I will elaborate on it international orientation and rather it etho-, poly-, or geocentric. I than explain why the company decided on expanding to the chosen locations. Then I will clarify if they had core capability to succeed in those markets, along with its opportunities and constraints. Last, I will define value chain dispersal and integration strategy and describe the strategy that’s organized around it. I chose to research McDonalds, because it is one of the most successful restaurant chains around the world. They use effective management to strategize global expansion. . They develop effective customer brand loyalty through their Human Resource Department and company personnel. McDonald’s international orientation has ethnocentric and polycentric approaches. Its ethnocentric approach begins with how they initially entered international markets by leveraging standardized product offerings, clean and bright environments, and American brand equity (McDonald’s Success Strategy and Global Expansion through Customer and Brand Loyalty). But with changing times McDonalds have adapted to local regions remodeling it retail space and while changing product line to appeal to local taste. By the golden arch being connected to American culture, it can be at risk in other countries by not staying true to what McDonald’s stand for. By brushing aside ethnocentric considerations , it could be an identity lost. The polycentric approach is how they provided growth and employment to a vast  number of minority groups in the United States and people around the globe. McDonalds is culturally connected around the world be providing business training for employees in Hong Kong and in the UK offering 1800 to employees to continue their education, just to name a few. The influence and most of McDonald’s success is the investment of significant in their employee’s growth and job satisfaction. McDonalds was founded in 1943, and 1967 British Colombia was its first international expansion, advertising to middle and upper class. McDonalds decided to expand internationally, due to the enormous success in America. There was heavy research involved in the expansion. Through globalization and internationalization, McDonalds were able to develop marketing strategies according to cultural needs, to serve specific target markets. McDonalds enter India’s foreign market and 1996 and is a to ugh foreign market to enter, but with McDonald’s success they were able to earn high revenue in India. The success strategy is researching and the development of food. McDonalds thoroughly analyzed the preferred taste, especially to not offend locals. Their key to success is to â€Å"think global, act local.† Furthermore, McDonald’s is a true franchise success; the success of McDonald’s goes back to its roots, the start. By being consistent and providing quality service, cleanliness, and values at all times, customers have nothing to complain about and customers always know what to expect locally and internationally. With making things new and fresh, innovation is a key component to the success internationally. By taking the necessary steps and observing differences in cultures, they were able to tweak their products without causing disruption. Also, McDonalds turns bad into success, by being in the forefront of environmental issues McDonalds took their issues and established their own Global Environmental committee and outlined the steps to reduce solid waste. Ov er the years there has been much global health concern, mainly in relation to children. In response to the concerns, McDonald’s formed the Global Advisory Council (GAC) in 2004. The GAC is an international team of independent experts assembled by McDonald’s to provide us with professional guidance in the areas of nutrition and children’s well-being (The Success of McDonald’s Franchise). Finally, what is value chain dispersal and integration strategy? Value chain dispersal is how a business receives information and takes the information to add value to their business in the selling of their product to customers.  Value chains can produce goods or services. The goal of the business to produces maximum value for the least total cost. Integration strategy is use in the training of management and employees, reduce in-effective communication, and reduce cost. The international strategy that is organized around value chain dispersal and integration strategy involving McDonald’s, is that they know their strengths and weaknesses. Adding values strengthens the corporations as a global economy, where the weaknesses are transformed into a positive factor. These projects take effective management. Effective in management in turn can produce great employees, in which they can effectively communicate and execute the mission and statement. In conclusion, it was very informing to research a franchise success, such as McDonald’s. What is even more intriguing is their success locally and internationally and how they cater to different cultures, by researching needs and wants. McDonald’s knows what takes to be a huge success is and success takes brain-storming, along with talent. Reference McDonald’s Success Strategy And Global Expansion Through Customer And Brand Loyalty. The Clute Institute Journal Of Business Case Studies, 3. Retrieved from http://journals.cluteonline.com/index.php/JBCS/article/view/4857/4949 McDonald’s International Strategy: Squander Brand Equity? (2009). Retrieved from http://www.sundarganapathy.com/blog/2009/04/20/mcdonalds-international-strategy-squander-brand-equity/ Roger, Arvind, Kashlak, Rabi, Bhagat, & Phatak (2009). International Management: Managing in a Diverse and Dynamic Global Environment (2nd ed.). [Course Smart Solutions]. Retrieved from http://wow.coursesmart.com/9780077674113/?CSTenantKey=coloradotech&spid= The Success of McDonald’s Franchise. (n.d.). Retrieved from http://www.franchisedirect.com/information/trendsfacts/thesuccessofmcdonalds/8/1111/#note4

Do some online searching and find what is meant by21st century Research Paper

Do some online searching and find what is meant by21st century knowledge and skills - Research Paper Example They involve the aspects of skills and understanding, but many of them emphasize inclination, such as curiosity, creativity, and collaboration, that are not, strictly speaking skills. Because of the many definitions given to meanâ€Å"21st century skills† it is important to understand the framework in which this term operates. The framework for â€Å"21st century skills† should have something in common. There is a compelling rationale as to why students should study â€Å"21st century skills,† tone is for economic and the other is for civic reason. Considering the economic rationale is that the computers and machines can cost-effectively do all the sorts of job that people with only routine knowledge can do, this implies that the workplace will only require fewer people who have basic skills set and more people with higher-order thinking skills. The global marketplace is flourishing in 21st century; the completion will favor those with complex thinking and communication skills to new problems and environments. The civic rationale also advocates that students should be taught â€Å"21st century skills.† The basic civic education that is taught in schools is not enough for the 21st century. â€Å"21st century skills† will enable the student to engage as citizens who think critically. This will make them analyze any political situation critically and rationally and in turn thy can vote in an educated manner without bias. It will be crucial for them to communicate and write effectively if they are to be incorporated in the policy making board. Globalization makes the third rationale as to why â€Å"21st century skills† should be taught to schools and incorporated in the school’s curriculum. There is massive global migration in this times, international wars such as Russia and Ukraine, the internet, long-haul flights, interdependent international market, climate instability, and other factors makes any individual and in

Stylistic analysis Essay Example | Topics and Well Written Essays - 2500 words

Stylistic analysis - Essay Example This is not new in modern times, and it began long ago. This play talks about mans infidelity and how women can cope with it. Stylistic analysis is part of linguistics used to analyze style in language. It shows how it varies in different type of art, literature or entertainment. Author and time could be some factors that bring about variance. In writing, there are distinct styles used by each writer that differentiates him from other authors. There are also styles that are associated to a particular piece of work for example language used in newspaper or novel written by extinct Germanic authors (Gothic novel). Stylistic analysis is wide and does not have a numerical system (Jeffries 2010:1). Stylistic analysis should be able to differentiate text features, the way the reader understands them and their effects on them. Theory of foregrounding states clearly in detail and compares texts analyzed by reader with the original text. (Hoover 2007:5). According to this poem the aspects of analysis used are as follows; lexical and grammatical categories, figures of speech, repetition, Semantics, Semantic field and atmosphere. This refers to words or phrases. In this poem William Shakespeare use â€Å"Dumps, Dull, Heavy† (line 11), to show the state of women when they concentrate on mans infidelity. These Dumps, Dull, heavy can be connected to the semantic field of sorrow. â€Å"Sounds," â€Å"woe† are words that describe sorrow and sadness in women. In the play positive semantic field can be seen to illustrate positive feelings of joy as in contrary to sorrows. It is illustrated by the word â€Å"summer† (line 13). The discussed semantic fields show the internal feelings of women when faced with problems with men. This kind of feeling leads to women making tantrums all the time they suspect or learn of their men infidelity. Women’s mood is connected to use of words;