Roles and Functions of Law in Business and Society Essay

Roles and Functions of Law in Business and Society Introduction William O. Douglas said, â€Å"Common sense often makes good law.† Well that is what laws essentially are, rules and regulations that make sure common sense is followed. One could even say that laws are enforced ethics. Laws serve several roles and functions in business and society, and this paper will discuss those roles and functions. What is law? According to Reference.com (2007), law is defined as: â€Å"rules of conduct of any organized society, however simple or small, that are enforced by threat of punishment if they are violated. Modern law has a wide sweep and regulates many branches of conduct.† Essentially law is the rules and regulations that aid in governing conduct,†¦show more content†¦These three classifications of law affect both business and society, through not only the guidelines defining what is and is not a crime, but also through protection for both. The examples above talked about a car hitting an individual. If it were taken one step further and the car belonged to a business, there are laws in place safeguarding the culpability of the business from the incident since though it is a company car, the company itself was not driving it. Instead the driver and only the driver would be the one at fault, and the victim would have only the driver to seek compensation or prosecution against. Functions of Law Whether it is corporate, personal, or societal, laws are created to protect the interests of the masses. According to the textbook, Business Law: The Ethical, Global, and E-commerce Environment, 13th Edition (Mallor, et al, 2007, p. 11), the most important functions of law include the following: 1. Peacekeeping. 2. Checking government power and promoting personal freedom. 3. Facilitating planning and the realization of reasonable expectations. 4. Promoting economic growth through free competition. 5. Promoting social justice. 6. Protecting the environment. These functions of law protect the interests of individuals and businesses through a system of rules, enforced by governing bodies. These systems of rules, as listed byShow MoreRelatedThe Functions and Role of Law in Business and in Society684 Words   |  3 PagesFunctions and Role of Law in Business and Society Law plays an important role in the creation and maintenance of a just and orderly society. In the absence of law, anarchy would most likely prevail. It is also important to note that to a large extent, law regulates and guides the interactions humans have in their day to day undertakings be it in business or in other aspects of their daily lives. In seeking to highlight the key functions and role of law in business and society, it would be prudentRead MoreThe Functions and Role of Law in Business and Society: Case Study of Cipollone vs. Liggett Group Inc677 Words   |  3 Pagesdefine the functions and role of law in business and society. This work will discuss the role of law in the past or present job or industry of the writer. Introduction The case of Cipollone v. Liggett Group, Inc. relates the 1965 Federal Cigarette Labeling and Advertising Act which specifically requires that a conspicuous label warning of smokings health hazards be placed on every package of cigarettes sold. This case is centered on the meaning and application of this act. Business law throughRead MoreRole and Functions of Law1056 Words   |  4 PagesRole and Functions of Law: Law is a concept that has evolved from basic morality with which the society cannot function properly without. Generally, law is associated with the customs and traditions that the society considers to be right or wrong. As a concept that has developed throughout the history of many societies, law has become an important facet in todays businesses and society. Notably, this concept has been part of the society since the period of the most primitive societies where itRead MoreRole and Functions of Law Paper761 Words   |  4 PagesRole and Functions of Law Paper Role and Functions of Law â€Å"Law plays a significant role in the successful operation of business and society† (Bushman, 2007). Laws help to keep behavior intact and regulate standards. Law sets rules and expectations. They also provide ways to dispute issues while serving as an enforcer. The law allows individuals to enjoy freedom, live in a fair society, check government, and have justice. The law is very complex, thereforeRead MoreRole and Functions of Law842 Words   |  4 PagesRole and Functions of Law Introduction Over time man has evolved from an uncivilized primate to a technological driven working machine, but that evolution could not have occurred without law. Law gives the backbone a society needs to flourish in a civilized and more or less positive way. Although laws in most societies are not perfect, they keep society members in check and prevent chaos from running amok. In this paper I will discuss the major roles and functions of law will be discussed includingRead MoreRole and Function of Law907 Words   |  4 PagesRole and Function of Law Paper Andrew Urey LAW/421 July 10, 2013 Winifred Cannon Role and Function of Law Paper In society as well as a business, law plays a significant role in their daily operation. For a society to be efficient and effective, laws have to be put into place to regulate social behavior. This paper intent is to define the functions and role of law in business and society. Finally, an example of how law is observed in the United States Navy will be elaborated upon. Read MoreRoles and Function of Law737 Words   |  3 PagesRoles and Functions of Law Laws must be observed in order for business, society, and local government to operate proficiently. Laws are put into place to help keep people’s behaviors in order and to regulate standards. Law is a body of rules of action or conduct prescribed by controlling authority and having legal binding force. The common characteristic of the current state of law is that it creates duties, obligations, and rights that reflect accepted views of a given society (Melvin, 2011). TheRead MoreRoles and Functions of Law1035 Words   |  5 PagesRunning head: Role and Functions of Law Role and Functions of Law LAW/421 University of Phoenix Role and Functions of Law Every civilization that has existed has implemented rules that govern how that civilization should live and act, these rules and practices are what we call laws. The definition of law according to Merriam-Webster (2012), a binding custom or practice of a community: a rule of conduct or action prescribed or formally recognized as binding or enforced by a controllingRead MoreEssay on The Roles and Functions of Law881 Words   |  4 PagesThe Roles and Functions of Law LAW/421 September 9, 2012 The Roles and Functions of Law The longest serving Supreme Court Judge William O Douglas most popular quotations is â€Å"Common sense frequently makes great law† This quote is what laws are rules and regulations that make common sense is, and to enforced ethical decision. Laws help the public as well as keep many parts in community. In business and society laws serve several roles and functions, and this paper will discuss those roles andRead MoreEssay on Role and Functions of Law960 Words   |  4 PagesRole and Functions of Law The law is a delicate yet malleable set of rules and principles that are formed to suite the needs of those deciding its purpose. The role of law for business and society is to provide set rules and procedures that fall within general functions which reflect the position of the people. In various types of governments the law is adjusted to suite the needs of the dictator, its citizens or its elected body as seen fit. In a republic, such as the United States of America

E Business Vs. E Commerce - 1552 Words

Introduction Today, it is hard to find a software that does not have some sort of access to users’ information; going from their name to their credit card information. In fact, with the evolution of technology (most importantly the increase in access to the internet), E-business or E-commerce has been pushed to a new level. Today, customers want to be able to access services at anytime, anywhere. This has led to the development of applications that can be executed on distributed environment or in real time such as Web based applications or a Client server application. Hence, secure software development is not an option but a must that software engineers have to put in practice so that data integrity can be guaranteed to users. The†¦show more content†¦As a consequence, an increasing number of users and organizations have expressed the need of more robust systems and applications. Hence, this fact implies incorporating an effective security stage into the development life cycle in order to be able to efficaciously assess security issues. Secure software development cycle not only encompass the development and the implementation of a software but, also the processes that guaranty that a piece of software meets its requirement while minimizing expositions to malicious threats that could expose users and minimizing the cost of development (Microsoft.com) Planning and requirements Requirement analysis is probably the most important and more complex process in the Software Development Life Cycle framework. In Secure software development, senior developers, together with stakeholders, not only discuss the fundamental of the SDLC such as project planning, assessing product feasibility studies and management requirements, but also define set of activities to formalize the security requirements for a specific product release (SafeCode source). These activities are defined using use cases, strategic company security policies, defined security improvement goals and customers’ inputs. This implies identifying functional and non-functional requirements and applying a high risk assessment on them in order to determine security risks and to prioritize security requirements as per threat and risk

What Energy Drinks Do to Your Body Free Essays

What Energy Drinks Do to Your Body Central Idea: Energy drinks contain many Ingredients that cause changes in our bodies. Introduction You are feeling tired and unmotivated what do you do? some people such as myself opt to purchase an energy drink(s) (I had a few while writing this speech) As students we sometimes need a little boost to help us study, many of you will opt to purchase energy drinks in this speech i will attempt to inform you on the effects energy drinks have on your body. Body First a little bit of history first ever energy drink was Lipovitan D 1962 invented by japanese company Taisho Used to keep employees awake well into the night First energy drink in US was Jolt Cola Wasn’t really an energy drink at all, just a hyped up soft drink introduced in the 80’s added a lot of sugar and caffeine Some Ingredients and what they do Caffeine – works by blocking the effects of adenosine, a brain chemical involved in sleep. We will write a custom essay sample on What Energy Drinks Do to Your Body or any similar topic only for you Order Now Glucose – A from a sugar, is a primary source of energy, energy drinks contain double the recommended daily amount. Ephedrine – A stimulant that works on the central nervous system. It is a common ingredient in weight-loss products and decongestants, but there have been concerns about its effects on the heart. Taurine – A natural amino acid produced by the body that helps regulate heart beat and muscle contractions. Many health experts aren’t sure what effect it has as a drink additive. Ginseng – A root believed by some to have several medicinal properties, including reducing stress and boosting energy levels. B-vitamins – A group of vitamins that can convert sugar to energy and improve muscle tone. Guarana seed – A stimulant that comes from a small shrub native to Venezuela and Brazil. Conclusion I hope this speech has helped you better understand the effects energy drinks have on our bodies, health and well being. o the next time you decide to drink an energy drink think about what you are really drinking. Works Cited Watson, Stephanie. â€Å"How do energy drinks work? † 04 October 2006. HowStuffWorks. com. Web. 02 March 2013. Seifert, Sara M. , Etal â€Å"Health Effects of Energy Drinks on Children, Adolescents, and Young Adults† Pediatri cs: Official Journal Of The American Academy Of Pediatrics. 3 (2011): 511-528. Web. 14 February 2011. Sifferlin, Alexandra â€Å"What’s in Your Energy Drink? † Time 04 February 2013. TIME. com. Web. 06 February 2013. How to cite What Energy Drinks Do to Your Body, Essay examples

World Regional Geography Exam Questions free essay sample

Why do some scholars believe that China may become the next global superpower? Do you agree? Why or why not? Include specific facts regarding China to support your view. Why China will become a Superpower o China’s government exported $762 B worth of goods in 2005 – an increase of 28% from the past year o China imported $660 B worth of goods in 2005 – and increase of 18% from the past year o Total foreign trade in 2005 was $1. M – this makes China the third-highest ranking country, preceded by only the United States and Germany – precedes Japan now; this is the first time that China has grossed more than Japan. A decade ago they made only $289 B o Many of our goods are now labeled â€Å"Made in China† o China’s autocratic government and limited constraints on the military will allow it to reach the status of world superpower o China’s military is the largest standing army in the world, with about 3 M soldiers and some 1. M reserves. They are a nuclear power, and have medium-range and intercontinental ballistic missiles Personal opinion o Do you agree? Why or why not? 2. Discuss the many centripetal and centrifugal forces acting within India. Why is this country considered to be one of the world’s most complex states, and what are the most serious challenges facing India as it moves into the twenty-first century? Centripetal forces: cultural strength of Hinduism, its sacred writings, holy rivers, and influence over Indian life for most Indians, Hinduism is a way of life as much as it is a faith and its diffusion over the entire country brings with it a national coherence that constitutes a powerful antidote to regional divisiveness. Democratic institutions- in a country as culturally diverse and as populous as India, reliance on democratic institutions has been a birthright ever since independence, and democracy’s survival( crucial unifier. Communications are better in much of India than in many other countries in the global periphery Continuous circulation of people, ideas, and goods helps bind the disparate state together Before independence, opposition to British rule was a shared philosophy( strong force Preservation of union is now a common objective thanks to national planning India’s capacity for accommodating major changes and its flexibility in the fact of regional and local demands Federal power and cooperative negotiation have allowed boundaries to be shifter, internal political entities to be created, relocated or modified, and secessionist demands have been handled India’s history of success Education: high literary rates (exceeds 96% for both males and females) Educational opportunity (colonial legacy) India has the educated workforce to seize opportunities for service jobs on the global economic scene. Strong leadership: Gandhi, Nehru, and others( did much to unify India by the strength of their compelling personalities. Centrifugal forces: Hinduism’s stratification of society into castes remains pervasive(castes are fixed layers in society whose ranks are based on ancestries, family ties, and occupations. ( thus in the city as well as the village, communities were segregated according to caste, ranging from highest (priests, princes) to the lowest (the untouchables). Hindutva or Hinduness- a desire to remake India as a society in which Hindu principles prevail( this concept has become the guiding agenda for a political party that has become a powerful component of the federal gov’t and it is variously expressed as Hindu nationalism, Hindu patriotism, and Hindu heritage( this worries Muslims and other minorities, but also concerns those who understand that India’s secularism, its separation of religion and state, is indispensable to the survival of its democracy Hindutva enthusiasts want to impose Hindu curriculum on schools, change the flexible family law in ways that would ma ke it unacceptable to Muslims. 3. Discuss high population growth in the developing world. What are the difficulties associated with trying to curb human fertility in the developing world? Where and how have there been successes? Discuss the Demographic Transitions model and comment on its applicability to developing realms. -Countries suffering from population growth problem China and India -China 1. billion people: Zeadong believed socialist countries need more people to improve China -India: 1. 1. Billion people – lack of education -China tries to control birth rates by sterilizing, local propaganda and education -Ordered to have a one child – lower birth rates -Abortion even in third trimester -Sending second or third children to villages -India: -Population of people will not compare to growth of food in future – problem -Sterilizing, family planning -74% people live on farms – hard to get information to them, 7% women illiterate -Children help on farms – high rates of fertility -Shortage of food land -Family planning more successful in wealthy areas Demographic model: stage one non-stable rate of birth and death -Rapid population growth: threat to national development -Economic gains overtaken by growing numbers -Lower income economies -In high income economies-population growth small -Went through demographic transition (4 stage) took them from high birth rates in reindustrialize times to very low birth rates in and low death today. Stages 283-population explosion: death rates in industrializing and urbanizing countries dropped but birth rates took longer to decline -India: youth’s unable to find employment, live in poverty 4. Describe the problems and future prospects facing the new countries of ‘Turkestan’. Kazakhstan: territorially larger than the other five combined but situated astride an ethnic transition zone Russian’s constitute 30% of population (15. 2 million) Capital- Astana, clearly a forward capital. This placement symbolizes Kazakhstan’s cooperative relationship with Russia and its confidence as the richest economy in former Soviet Central Asia based on its oil, natural gas, and mineral resources. Kazakhstan is the corridor between the Caspian Basin’s oil reserves and china( Oil and gas pipelines across Kazakhstan could eliminate, or greatly reduce China’s dependence on oil carried by tankers along distant sea lanes. Turkmenistan: with important frontage on the Caspian Sea and bordering Iran and Afghanistan population of just 5. 9 million, 75% Turkmen traditionally nomadic Muslim people, many of whom were forced into sedentary farming during the country’s days a s a Soviet Socialist Republic. Post-independence, a former ruler reinvented himself as Turkmen patriot, banned all opposition, and outdid his erstwhile Soviet masters in his own control over education and religion

Setting and Children free essay sample

Engage in personal development in health, social care or children’s and young people’s setting. 1. 1 Describe the duties and responsibilities of own work role 1. 2 Explain expectations about own work role as expressed in relevant standards. As a qualified level 3 practitioner I am responsible to fulfil my duties and work role to the best of my ability. In other words I always like to try to give my position my full attention and give it 100% of my time and dedication. I believe that this helps me to support the children in my reception class. I am always aware of the children within my setting that have SEN (Special Educational Needs) and try where I can to give them extra support although remembering the inclusive practice policy. Some of my main duties include: Ensuring children have access to learning materials and resources Observing and monitoring pupils performance and reporting my findings back to the class teacher Supporting teaching by providing information for ICT lessons Looking after the children who have had a accident or who are upset so the teacher can continue with her lesson Preparing the classroom Supporting children who may need additional help Monitoring and encouraging the children to perform to the best of their ability Encourage the children to learn through play by engaging myself with them and playing the game with them Helping the class teacher plan, prepare and deliver learning activities Giving a high level of attention to literacy and numeracy activities Showing sensitivity to the children and their families Maintaining an excellent level of communication between myself, work colleauges, other professionals from agencies and the children’s families and parents Listening to the children read regularly and keeping monitoring their achievements Supporting the children to develop communicational skills through providing role play and actively playing with them in this area Providing children who’s first language is not English with enough translation or resources to teach them some English language sufficiently Assisting the teacher with delivering specific curriculm programs General office duties such as photocopying homework or producing speadsheets to record achievements Teahing interventions ( providing small groups of children with one to one attention) so that all the children in my class can achieve to the best of their ability Implement and support the golden rules of the classroom and helping the class teacher to manage the children bad behaviour and promoting good behaviour. We will write a custom essay sample on Setting and Children or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Page 1 SHC 32: Engage in personal development in health, social care or children’s and young people’s setting. 1. 1 Describe the duties and responsibilities of own work role 1. 2 Explain expectations about own work role as expressed in relevant standards. In my setting this includes giving a child who’s first language is not English additional help but not singling her out as this may cause exclusion from games and activities that the other children are enjoying. Other daily duties include making sure that any water on the floor is cover and cleared away as this is a slipping hazard and so therefore become a health and safety hazard. I am also aware of the ratio’s between children and practitioners which in our classroom is correct and that all toys are checked for small pieces as this could be a chocking hazard and so therefore become a part of my health and safety training. Within my work role I generally take small groups of children and work with them through play to help teach them subjects like maths and English. Whilst doing this I am always more than virulent watching the other children around the room to ensure they are safe. One of the biggest parts in my work role is to listen to the children as this can often enlighten practitioners to what a child’s home life is like and whether the child may have other issues that need addressing. I also like to encourage the children to provide their best work and so I reward the children by asking them to put a marble in the jar which once full we have a class reward or activity like extra play on the apparatus in the big play ground. Another crucial criteria of my role is to promote good behaviour and to help with this all members of staff in our classroom implements the golden rules which have to be followed at all times. We promote this by again asking children to add marbles to the jar, using praising vocabulary or by sticker charts for those children who are struggling to follow the rules. I regularly listen to the children read and keep records of their achievements which are reported back to the class teacher. I am very fortunate that I get along quite well with the other team members in my classroom and this helps with lots of different aspects of my responsibilities and duties as I could find it extremely difficult to communicate with a member of staff if there was an atmosphere and so discussing the children’s issues or next steps may be awkward if it happens at all. Working well in a team is an essential part of becoming a level 3 practitioner no matter what the situation is as we constantly have to have involvement with team members as well as parents and other professionals to be able to provide the children in our care a fair and equal opportunity to education. In order to abide by not only my settings policies and procedures but the laws, regulations and guidelines set by local authorities and central government it is also essential to remember essential aspects of child protection such as health and safety, safeguarding and equality, diversity and inclusive practice. Page 2 SHC 32: Engage in personal development in health, social care or children’s and young people’s setting. 1. 1 Describe the duties and responsibilities of own work role 1. 2 Explain expectations about own work role as expressed in relevant standards. These are set out in law, guidelines ect as well as always included in any policy from any setting. However with this said their may be different procedures in which to carry out in different settings or updated versions from year to year so I always make sure that I request a copy upon a new placement or request a copy of any updated versions. This helps me to apply these guidelines, laws etc to my everyday activities and this does not only keep the children in my setting safe but also keeps me safe. Another set of guidelines which are of paramount importance are the early years foundation stage guidelines. These relate to all aspects of the children’s development and also the where and what the children do next. It is also part of my role to help the class teacher plan and prepare what the next steps are for each of the children and what the learning topics should be for the next week or term. I suppose I am quite lucky as my class teacher also forwards me copy of her planning for the week ahead and always asks for my opinion and input as to how certain children in our class will respond to these topics and how we can work together to help the children that may struggle slightly so that they get a equal opportunity to learning. One of the biggest responsibilities I have to the children is to report any makings or disclosure to the correct place. At my setting it is procedure to discuss any matters with the class teacher as well as report it to the safeguarding officer in the office. I believe that it is also my responsibility ask the children how the got a certain marking and to make sure that I am always on the look out for any signs or symptoms of illness. Most of all practitioners main duties are to supervise the children and to prevent them from harm and this plays an extremely big role in the health and safety and child protection standards set by the government. Another framework which is crutial to childcare is KEEP ( the key elements of effective practice).

A Guide to French Reflexive Pronouns

A Guide to French Reflexive Pronouns Reflexive pronouns are a special kind of French pronoun which can only be used with pronominal verbs. These verbs need a reflexive pronoun in addition to a subject pronoun because the subject(s) performing the action of the verb are the same as the object(s) being acted upon. These are the French reflexive pronouns:  Ã‚  Ã‚  me / m  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  me, myself  Ã‚  Ã‚  te / t / toi  Ã‚  Ã‚  you, yourself  Ã‚  Ã‚  se / s  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  him(self), her(self), it(self), them(selves)  Ã‚  Ã‚  nous  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  us, ourselves  Ã‚  Ã‚  vous  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, yourself, yourselvesMe, te, and se change to m, t, and s, respectively, in front of a vowel or mute H. Te changes to toi in the imperative.Like object pronouns, reflexive pronouns are placed directly in front of the verb in nearly all tenses and moods:* Nous nous parlons. Were talking to each other.Ils ne shabillent pas. They arent getting dressed. *In the imperative, the reflexive pronoun is attached to the end of the verb with a hyphen. Là ¨ve-toi  !  Get up!Aidons-nous. Lets help each other Reflexive pronouns always have to agree with their subjects, in all tenses and moods - including the infinitive and the present participle. Je me là ¨verai.   I will get up.Nous nous sommes couchà ©s. We went to bed.Vas-tu te raser  ?  Are you going to shave?En me levant, jai vu... While getting up, I saw... Be careful not to mix up the third person singular reflexive pronoun se with the direct object le. Se - French Reflexive Pronoun Se, the third person singular and plural reflexive pronoun, is one of the most often misused  French pronouns.  It can only be used in two kinds of constructions:1.  With a  pronominal verb: Elle  se  lave. Shes washing up (shes washing  herself).Ils  se  sont  habillà ©s. They got dressed (they dressed  themselves).Elles  se  parlent. Theyre talking to each other. 2.  In a  passive impersonal construction: Cela  ne  se  dit pas.  That isnt said.Lalcool  ne  se  vend pas  ici. Alcohol isnt sold here. French learners sometimes get confused about whether to use  se  or the direct object  le. They are not interchangeable - compare the following: Elle  se  rase.  - Shes shaving (herself).   Se  is the reflexive pronounElle le  rase.  - Shes shaving it (e.g., the cat).  Le  is the direct objectIl  se  lave.  - Hes washing (himself).  Se  is the  reflexive pronounIl le  lave.  - Hes washing it (e.g., the dog or the knife).  Le  is the direct objectSe  lave-t-il le  visage  ?  - Oui, il  se  le  lave.  - Is he washing his face? Yes, hes washing it.  Se  and  le  work together Note that  se  may be the direct or  indirect object  of a French sentence. Ils  se  voient.  - They see each other.  Se  means each other and is a direct object.Il  se  lave  le visage.  - Hes washing his face. (Literally, Hes washing the face of himself)  Se  means of himself and is an indirect object. (  Visage  is the direct object)

Information Infrastructure Essay Example | Topics and Well Written Essays - 1000 words

Information Infrastructure - Essay Example The Internet is an amalgam of thousands of interconnected networks. Some of these networks are vast global networks like Worldcom (MCI) or Cable & Wireless while others are small local networks like a corporation. The individual networks that compose the Internet are commonly called autonomous systems (AS) and number roughly 12,000 active AS'S with 22,000 assigned and roughly 65,000 AS'S possible (Gao 2001). The task of trying to provide a minimum level of security for all these networks is a daunting effort, but one that has been increasingly highlighted as an economic imperative (Lakhina et a1 2002). The implication here is that despite its depiction by Internet engineers as an "amorphous cloud" (Kostas et al. 1998), has a definite physical structure and hierarchy. In the simplest sense, the Internet is a network - or, more accurately, a network of networks. The Internet is composed of a wide variety of small, medium and large networks that all interconnect to different degrees to give the seamless impression of one big machine to the end-user (Kostas et al. 1998). ... Kabay (2005) provides us with a rudimentary framework for the stated by highlighting the obvious importance of location, whether geographic or within the organization. As regards the geographic aspect, networks should be positioned in a safe neighbourhood, as in one which does not have a high breaking, entry and burglary incident rate, and which is, further, not position in a vulnerable accident area, as in near an airport or by a highway. The implication here is that the first step towards physical security lies in the geographic location of the entity's network system. Within the parameters of location, the second consideration is the location of the network/server within the organization itself. As Kabay (2005) contends, the network should be positioned for maximum security and, at the same time, easy access. Maximum security implies placement in low risk areas, as in areas which are not vulnerable to external or internal threats. At the same time, the identified maximum security area cannot be such that access to it is problematic (Kabay, 2005). Upon resolution of the location question, physical security issues need to resolved. As noted in the Little Black Book of Computer Security, under no circumstances should unauthorized personnel ever be given the opportunity to access the network, or ICT facilities. Most obviously, this means that employees should keep doors closed at all times and should an employee step out, he/she must make sure that he/she has closed the door behind him/her. Even though this may sound as an unnecessary statement of the obvious, the fact is that employees often forget this basic rule and, as a result, leave

Explain Mysticism and how it relates to Christiany Research Paper

Explain Mysticism and how it relates to Christiany - Research Paper Example ............................................. 6. Conclusion............................................................................................................... Thesis Statement: Religion and Mysticism are complimentary in nature, and Christianity has very closer association with Mysticism that stresses the need for prayer and meditation in one’s life. Introduction Mysticism has often been regarded as concept with a deeper level meaning in almost all religions of the world. It is the close association mysticism with religion that very often leads many to consider it as quite equal to some of the religions. But a closer analysis will certainly unveil mysticism as a different perspective from religious teachings. Even a mere observation will be sufficient enough for unearthing this close association and it is identifiable that some of the religions are proclaiming some of the aspects of mysticism. Among the religions that are very much associated with mysticism Christi anity stands to be a supreme one. Many researchers have clearly recognised this close association and have affirmed the closer relationship of Christianity with mysticism. The proximity between Christianity to mysticism had led many to think to supplement one with another. In a closer look one can find out that these two are different even though some apparent similarities are there. The closeness of mysticism and Christianity paves for the analytical study between these two. The proposed study is aimed to explore the close association between Christianity and Mysticism. Various factors concerning both Christianity and Mysticism will be analysed in the paper and specifically, the researcher will endeavour to establish the fact that religion and Mysticism are complimentary. The essay takes note on the relationship of Christian teachings to mysticism and will analyse the major components of mysticism and Christianity through comparative studies intended to expose their relation. There fore, the study proposes the thesis that, religion and Mysticism are complimentary in nature, and Christianity has very closer association with Mysticism that stresses the need for prayer and meditation in one’s life. What is mysticism? Researchers have often been expressed their difficulty in properly defining mysticism. Of course, the word mysticism is originated from Greek culture. Some regard it as quite similar to asking a foolish question like what beauty is. However, different religions attribute different aspects to mysticism. Many have observed it as more difficult to define than socialism and the words of William Ralph Inge makes it crystal clear when he reveals the various attributes of Mysticism. He says, â€Å"Sometimes it [mysticism] is used as an equivalent for symbolism or allegorism, sometimes for theosophy or occult science; and sometimes it merely suggests the mental state of a dreamer, or vague and fantastic opinions about God and the world† (Inge, 16). It clearly indicates the fact that defining mysticism is not easier as one thinks. The Oxford Advanced Learners Dictionary defines mysticism as, ‘the belief that knowledge of God and the real truth can be found through prayer and meditation rather than through reason and the senses.’ A more acceptable fact regarding mysticism can be identified with Margaret Smith when she rightly commented thus, â€Å"Mysticism itself represents something much wider than its derivation: it represents a spiritual tendency which is universal, for we find it in

Nutrition project 3 Essay Example | Topics and Well Written Essays - 750 words - 1

Nutrition project 3 - Essay Example ject, is to plan one week’s meals for yourself based on the information from USDA ChooseMyPlate – SuperTracker (http://www.choosemyplate.gov/supertracker-tools/supertracker.html). If you have access to the Internet, be sure to use the interactive feature to generate the exact pyramid based on your age, gender, and activity level. (Throughout this assignment, you may substitute another food guide pyramid for SuperTracker if you find one that more closely suits your needs, but you need to include it—or the reference information for it with this project.) After you get your meals planned, make a list of all of the ingredients needed to make them (or the prepared items to buy). Take this to your local source(s) for food (grocery store, restaurant, farmer’s market, bakery, etc.) and record the price of each item on the list. (You will not need to purchase these items, simply record their costs.) 8. Conclude with a short description of what you learned about planning and implementing a healthy diet. What requirements of SuperTracker did you find most difficult to meet, either financially or by food preference, or both? What do you anticipate will be your biggest challenge(s) to meeting your nutritional needs as an adult? How you organize this project is up to you, just remember that organization is part of your overall grade. If you choose to create an interactive project or website that is published to the Internet, be sure to insert the URL and any access information in the space below. The total amount of calories consumed at the end of each day is 2200. Based on the daily food plan from the food tracker, each day must include 7 ounces of grains, 3 cups of vegetables, 2 cups of fruit, 3 cups of dairy products and 6 ounces of protein foods. Below is my menu for a week; The shopping list for each of the food categories is tabulated below. At the bottom of each row of foods, the total amount that it would cost to purchase the foods is written in US dollars.

Example Research Trail

Example Research Trail Research Trail Question Title: An engineering business with its headquarters in the Netherlands could either set up a branch in Belgium to service its Belgian customers or offer its services to Belgian clients from its office in the Netherlands. The first case would constitute establishment, the second would merely refer to the provision of services. Horspool and Humphreys, European Union Law, 4th ed. In the light of this statement explain the development that has taken place in European Union law relating to the rules of establishment and provision of services. Assess the extent to which the European Court of Justice has been able to draw clear lines of distinction between them. Texts: Library search for general EU law texts: Craig and De Burca: â€Å"EU law: Text Cases and Materials†. Chapter 18: Freedom of establishment and to provide servies. Chalmers, Hadjiemmanuil, Monti and Tomkins. â€Å"European Union Law: Text and Materials†. Chapter 17; The free movement of services Weatherhill. Cases and Materials on EU law. Chapter 14 â€Å"Freedom of Establishment and freemovemennt of services: Articles 43 and 49† Internet resources: Search of www.google.scholar.com Terms: right to practise law EU freedom of establishment services Freedom of establishment free movement of services Awesti, A. (2006). Intergovernmentalist theory and Eurosclerosicm: an Intergovernmentalist critique. http://www2.warwick.ac.uk/fac/soc/pais/phd/crips/working_papers/2006/working_paper_2_awesti.pdf Flint, D. Moens, G. (1993). Business Law of the European Community. DataLegal Publications; Brisbane. (Book review which I then found at the library). Foster, N. (1991). European Community Law and the freedom of lawyers in the United Kingdom and Germany. The International and Comparative Law Quarterly ,Vol.40,No.3.(Jul.,1991),pp.607-634. Goebel, R. (1992). Lawyers In The European Community: Progress Towards Community-Wide Rights Of Practice. Fordham Intl LJ 15, Malcolm Ross, ‘Freedom of Establishment and Freedom to Provide Services: Mutual Recognition of Professional Qualifications’ (1989) 14 Eur L Rev 162, 165. Nicolaà ¯dis, K. (2006). „Globalization with Human Faces: Managed Mutual Recognition and the Free Movement of Professionalsâ€Å" contained in Fiorella, K. Padoa, S. (eds.)(2004). The Principle of Mutual Recognition in the European Integration Process. Palgrave: Basingstoke. Podell, M. (2001). When zeal for European Unity overcame common sense: the lawyers directive. Boston college Law review. http://www.bc.edu/bc_org/avp/law/lwsch/journals/bciclr/23_1/03_TXT.htm Quinn, J. (2004). The right to practise law in the European Union: an American perspective. (1).113-129. http://austlii.law.uts.edu.au/au/journals/MqBLJ/2004/6.html Cases (primary sources): Westlaw Search: Search by terms: freedom of establishment services lawyers C-243/01. Criminal Proceedings against Gambelli [2006] 1 C.M.L.R. 35 C-221/89. R. v Secretary of State for Transport Ex p. Factortame Ltd [1991] 3 All E.R. 769. Para 20. C-2/74. Jean Reyners v Belgian State [1974]ECR 00631. C-283/99. Commission v Italy [2001] ECR I-4363 C-33/74. J. H. M. Van Binsbergen v Bestuur Van de Bedrijfsvereniging voor de Metaalnijverheid [1975] 1 C.M.L.R. 304. C-55/94. Reinhard Gebhard v Consiglio DellOrdine degli Avvocati E Procuratori di Milano C-70/95. Sodemare et al v Regione Lombardia [1998] E.J.H.L 67 C-26/62. Van Gend En Loos v Nederlandse Administratie Der Belastingen [1963] ECR 1. C-427/85. Commission v Germany [1988] ECR 1123. C-294/89. Commission v French Republic. C-340/89. Irene Vlassopoulou v Ministerium fà ¼r Justiz Bundes-und Europaan-gelegenheiten Baden Wurttemberg [1991] ECR 2357. C-168/98. Grand Duchy of Luxembourg v European Parliament and Council of the European Union [2000] ECR I-09131 C-506/04. Graham J. Wilson v Ordre des avocats du barreau de Luxembourg. Treaty Articles and Directives Eur-Lex. Art 44(2) TEC. Art 47(1) TEC Art 47(2) TEC. Directive 85/384/EEC on the mutual recognition of diplomas Directive 2005/36/EC for the Recognition of Professional Qualifications Directive 77/249 (preamble) Directive 77/249. Art 5. Directive 89/48 Article 2. Directive 89/48 Article 4. Directive 89/48 Article 1(g) Directive 98/5. Article 3(1). Directive 98/5. Article 5(1). Directive 98/5. Article 10. Directive 98/5. Article 10 (1). Word Count 498.

Intelligent Design and Intelligent Way of Disguising Religion Essay

Could Adam and Eve have been apes? Evolutionists say humans evolved from apes, but many religious people cannot swallow the thought. For years, religious people have voiced their unhappiness with schools teaching evolution. In Genesis, it states that God put all plants, animals, and people on this planet, and evolution contradicts that. Creationists are in accordance with scripture and believe that this biblical idea should be presented in science classes. The idea of including creationism in schools has been heard in courts multiple times but with no success. Now, the creationists have a new way of presenting it. They disguise it behind science and use the term Intelligent Design. Intelligent Design is creationism with a new name and is the attempt of many to incorporate religion into school systems and science education; it has no legitimacy as a true scientific theory, because at its core, it is not science. Intelligent Design poses a real threat to the education of our nation. At least twelve different states have brought up the idea of Intelligent Design or creationism in state courts (â€Å"Intelligent Design in Politics†). One of the most important court cases occurred in the county in which I live, so for me, Intelligent Design hits close to home. The case occurred in 2005 and was called Selman v Cobb County school district. It dealt with the issue of stickers being placed in textbooks that stated, â€Å"This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully, and critically considered† (Matsumura). Although I was taught evolution after the case had been settled and the county was forced to remove... ...Prod. Vanessa Tovell. PBS. 13 Nov. 2007. Television. Transcript. Reuland, Steve. "Intelligent Design vs. Creationism." The Panda's Thumb. 9 Nov. 2005. Web. 15 Nov. 2011. . West, John G. "Intelligent Design Research Lab Highlighted in New Scientist." Evolution News & Views. Discovery Institute, 19 Dec. 2006. Web. 16 Nov. 2011. evolutionnews.org/2006/12/intelligent_design_research_la002983.html>. Zimmerman, Michael. "Detailed Record Combating the Fifth Wave of Creationism: Religious Leaders and Scientists Working Together." EBSCO Host. EBSCO Industries, May 2010. Web. 15 Nov. 2011. sid=37d09244-f711-4029-a3b8-92642f2becaa%40sessionmgr110&vid=5&hid= 106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=50287974>.

Teacher and Grandmother

Interestingly, the person who had the most impact on my life was my grandmother. My grandmother was a retired College Principal, but for me she was always my Grandmother. She taught me the kinds of things that school teachers never could teach in the classroom. Because my parents were at work and my grandmother was retired, I spent a lot of time with her. She was a mother, a grandparent and a teacher at the same time. She always prepared an interesting activity for the day. We visited museums, theatres, went to the zoo, visited the library, watched movies or just stayed at home and did something fun together. She always created the proper schedule with the weather and my age in mind. I loved the way she could find the tone and the language with me, keeping in mind my capacity. She had a good sense of humor and always tried to cheer me up when she saw lack of interest or tiredness. The biggest lesson I learned from her was how to be a happy and independent child. She let my free spirit wander, making me curious and adventurous. She never lectured me or gave me boring speeches; she always found ways to engage my interest through stories and examples from her life. It were very important for her. She wanted my imagination to grow and explore different ideas and topics in my head. When I could not read by myself, she was the one who introduced me to picture books, and when I went to first grade she sat down with me and held my hand during my discovery of reading independently. My Grandmother was the first person who put a pencil in my hand. First we drew and colored together, and then slowly I learned how to form my letters and to write my name down before I started my school education. As I mentioned before, my parents had to work, so my Grandmother picked me up from school everyday. When we arrived home we always had snack and then a little free time before we sat down to do my homework. If I had a difficult assignment, for example from chemistry or physics, we tried to associate with baking as a science, or made an experiment to see how it could work in real life. She never disciplined me. How it worked between us was very natural; she was older and wiser, I was little and hungry for knowledge. I admired her knowledge, life experience and her enthusiasm; I asked question after question, begged for stories of her life and never let her sit down for a moment. She tried to keep up with me and never complained of being tired and I was never bored. I was the engine of her life and she was the educator in mine. When I was older and went to stay at overnight camps during the summer, she wrote me letters every single day. I learned how important it was to keep contact, communicate and express my feelings and ideas in writing. My grandmother made a huge impact on my life: I learned how much I should appreciate life everyday. I learned how I can make changes if I have an open and curious heart.

The Concept of Arms Race, Sino-Soviet-American Relations, and the Persian Gulf War Essay Example

The Concept of Arms Race, Sino The Concept of Arms Race, Sino-Soviet-American Relations, and the Persian Gulf War Essay The Concept of Arms Race, Sino-Soviet-American Relations, and the Persian Gulf War Essay â€Å"The Concept of Arms Race, Sino-Soviet-American Relations, and the Persian Gulf War† Political Science 170 Winter 2009 Dr. Kendall Stiles February 12, 2009 For centuries, and particularly during the last one hundred years, nations have sought to develop, manufacture, deploy, and improve weapons in reaction to the similar efforts of their adversaries. We call this an â€Å"arms race†. As defined early on by Gray, an arms race involves the following characteristics: [T]here should be two or more parties perceiving themselves to be in an adversary relationship, who are increasing or improving their armaments at a rapid rate and structuring their respective military postures with a general attention to the past, current, and anticipated military and political behavior of the other parties. (Gray 1971, 40) Note that this definition excludes parallel arms acquisition by allies or neutrals, gradual and moderate increases in weaponry, or unilateral increases in weaponry that is unconnected to others’ behavior. On the other hand, the definition includes all types of weapons – conventional and nuclear, personal and strategic. Also, the definition includes both quantitative and qualitative improvements, implying that manufacturing and deploying obsolete weapons could be one way to engage in an arms race where the adversary is focused exclusively on developing new military technology instead. To what extent does this concept help us understand what took place in Sino-Soviet-American relations or the Persian Gulf War as described in as described in chapters 2 and 5 of the Stiles text, respectively? I will argue that the material makes clear that arms racing was a central dimension of the great power relations of the first case, but does not feature as prominently in the Persian Gulf situation. Specifically, the Cold War was largely a conflict over nuclear deterrent capacity rather than direct military confrontation between the U. S. and the U. S. S. R. , while in the case of the Persian Gulf War the United States injected itself in a regional conflict, mostly because Kuwait had been unable or unwilling to match Iraq’s military build-up and quickly succumbed to its forces once they attacked. This analysis offers a way to better understand that arms races are not the most unwelcome development in international affairs and may be preferable to alternative strategies. In 1945, the United States successfully tested an atomic bomb and a few weeks later dropped it on Hiroshima, Japan. It is interesting to note at the outset that although the weapon was originally developed in response to Germany’s threat, and was used against Japan, the principal target of America’s atomic and later nuclear arsenal for the next half-century would be the Soviet Union – an ally of the U. S. when the bomb fell on Japan. But by 1947 American and Soviet relations had deteriorated to the point that they each saw the other as its principal adversary. When the Soviet Union detonated an atomic device in 1949, it was clear to all concerned that this was a signal to the United States. It signaled that both superpowers had the capacity to eliminate each others’ major cities (although, as pointed out in the text, it would take some time before the Soviets would have the capacity to deliver the bomb to a distant target – see page 32). The development of the hydrogen (or nuclear) bomb by 1953 and the successful testing of intercontinental ballistic missiles by both sides by 1957 meant that the populations, industries, and military installations of both superpowers were vulnerable to nuclear attack. What took place in the first decade of the Cold War is a clear instance of an arms race. It was primarily technological in the early years and was both rapid and aggressive, as required by the definition. While one cannot speculate, it seems unlikely that the Soviet Union would have moved so quickly to develop nuclear-capable missiles had the United States not moved first. And these actions would not have been perceived as threatening without the generally hostile environment in which Americans and Soviets consolidated control over their respective spheres of influence and confronted each other’s allies in places like Korea and Berlin. At the same time, it is worth noting that although the rhetoric and posturing were openly hostile, the actions of both superpowers were relatively restrained. The Soviet Union chose not to attack West Berlin even though the presence of an American ally in the middle of a Soviet-dominated state was clearly irksome. Likewise, the United States was careful not to threaten Soviet territory in its war with North Korea and ultimately settled for a stalemate. In Cuba, where the United States might have benefited substantially from an invasion, it chose instead to adopt more tentative and non-violent means to pressure the Soviets to withdraw their missiles. It appears in retrospect that both states were deterred from attacking the other. And ultimately, the Cuban Missile Crisis seems to have prompted the two superpowers to meet face-to-face to negotiate how to prudently manage what was clearly a dangerous military situation. And, as we know, the Cold War ended with a fizzle rather than a bang as both sides accepted each other as rivals but not enemies and dramatically reduced their nuclear arsenals in the 1980s and 1990s. The implication of this story is that an arms race can – especially where nuclear-tipped missiles are concerned – lead world leaders to avoid rather than seek military confrontation. Knowing that her country cannot deliver a â€Å"knock-out punch† may prompt a leader to pursue non-violent ways to resolve disputes. The reverse seems to be true where Iraq is concerned. In 1990, Saddam Hussein, frustrated over Kuwait’s apparent theft of oil from Iraq fields and hoping to establish himself as the dominant power in the region, launched a surprise attack against his smaller neighbor. At the time, the Iraqi army was the forth largest in the world and was equipped with advanced tanks, artillery, and aircraft. The Iraqi army was also battle-hardened, having fought an eight-year war with Iran during the 1980s. Kuwait, for its part, had a reputation for arrogance borne of its extraordinary oil wealth. On the other hand, Kuwait’s military was small and ultimately ineffectual. Iraqi forces were able to overrun the small country in a matter of hours. Shortly after its victory, the Iraqi army began to mass on the border with Saudi Arabia, prompting consternation in this sometime US ally. Saudi Arabia’s government knew that its military would also not be a match for Iraq. Both governments chose to use their oil wealth primarily for other purposes besides full-scale militarization, perhaps in part because neither considered Iraq a particularly serious threat. After all, the only clear indication that war might be imminent, according to the chapter, was that roughly one month before the invasion the Iraqi government released statements indicating its intent to attack Kuwait and the United Arab Emirates (see page 83). The two states chose not to enter into an arms race with Iraq. The result was that Saddam Hussein was undeterred from attacking them. One might argue that had Kuwait and Saudi Arabia matched Iraq’s military capability, they would have been spared the catastrophe they endured. But although they could certainly have been able to pay for large numbers of advanced weapons, they could not have matched the manpower Iraq was able to deploy. On the other hand, forming a military alliance with a superpower might have quickly balanced their military capacity relative to Iraq’s. Ultimately, this is precisely what took place, although this could not be considered an arms race according to our definition. In conclusion, these two cases show in different ways how the concept of arms race helps us understand international affairs. In the case of the U. S. and U. S. S. R. , although it proved costly and dangerous, the nuclear arms race night have prevented a direct military confrontation, and ultimately resolved itself once political conditions changed. On the other hand, the lack of an arms race in the Persian Gulf may have been a cause of the war that started in 1990. In other words, the implications of the lack of an arms race may be as dire as the alternative. Reference: Gray, Colin (1971) â€Å"The Arms Race Phenomenon,† World Politics vol. XXIV (October): 39-79.

How to Write a Scholarship Essay

How to Write a Scholarship Essay One of the most anxious moments of going through the application process for a college would be the scholarship essay part. Many people aren’t sure of how to write a scholarship essay. The whole idea of entering college is quite intimidating to the recent high school graduate. When determining how to write a scholarship essay, one needs to keep in mind that everyone else writing this essay is also just out of high school, and therefore, everyone else is intimidated by the process as well. College may be intimidating but you’re going into this along with everyone else that’s at the same level as you are. Once you have this firmly entrenched in your mind, you’ll have a much easier time determining how to write a scholarship essay. Remember when you are sitting down and thinking of how to write a scholarship essay that many people have failed at this simply because they didn’t take it seriously enough. It’s that simple. These are individuals that may have been on the top of their schools with great grades and achievements but if they didn’t put their minds on the task at hand then they most likely aren’t even in the running against you. So, sit down and put your mind to the task and determine how to write a scholarship essay. The first thing one needs to do before deciding how to write a scholarship essay is to analyze the essay question and understand the motivating factor behind the ones asking the question. Thoroughly understand the question and what they are asking for in the essay. Figure out if the question requires one to do research on a topic or if this is strictly based upon your own personal analysis on a feeling or subject. Then find out everything you can about the organization that is giving out the scholarships. Who are they and what are they all about, why are they giving out scholarships? Once you have this completely analyzed, you’re already halfway there in figuring out how to write a scholarship essay. Now the next process to go through in determining how to write a scholarship essay is to set your goals for writing the essay. Use your knowledge of the organization that is awarding scholarships to set your goals. You want to present your essay in such a way that it portrays you in a positive light and make them realize that you are such an individual who would highly benefit from a scholarship. Now it’s time to develop the basic theme of your essay. As soon as you begin thinking of how to write a scholarship essay, you may already have the theme in mind. For others, it may not be so clear. This is where the goals you’ve set and all the information you’ve been able to glean from the motivation behind the essay question comes into play. By taking all those factors and studying them, your theme for the essay should become clear. The next step in how to write a scholarship essay would be to create an outline. Some may feel that this is a waste of time, as they prefer to write in a free flowing way. This may be true for some but in most cases an outline will help to tie the whole manuscript in a tightly controlled manner. You’ll be able to present your ideas in the proper order and cover all the important areas. By referring to this outline in the process of writing, you’ll find that you will stay much more organized and focused on the immediate point at that time. Now, the last but most important step in understanding how to write a scholarship essay is to edit and rewrite. This is probably the step that will make or break your scholarship essay. For those who take the time to thoroughly read the essay from front to back and not be afraid to slash, edit and rewrite again and again, their work will be the ones that grab someone’s notice. The key, when you are wondering how to write a scholarship essay, is to spend as much time researching the organization behind the scholarship and the essay question itself as writing it.

The Male and Female Self in European Civilization Essay

The Male and Female Self in European Civilization - Essay Example Two of these personalities were Heloise and Abelard who became famous for their disastrous affair which shook the church in France during the Middle-Ages. Peter Abelard, a renowned philosopher and priest, fell in love with his beautiful and convent-educated student Heloise who eventually became pregnant. The affair ended in a tragedy when the couple secretly got married. When Heloise's uncle found out about the illicit affair and the marriage, he ordered Abelard castrated. Abelard spent the rest of his life in a monastery and Heloise decided to take vows as an Abbess, both embittered and separated from each other. Heloise's and Abelard's letters, written to each other at the height of their affair, compiled by Constant Mews, in a book called 'The Lost Love Letters of Heloise and Abelard,' radically and eloquently described the transcendent nature of their love. These collection of letters found and translated by Mews, only manifested that although men mainly dominated this period, th e voices of women in that generation could never be silenced by constraints on gender or the established religious institutions. In one of her letters, Heloise wrote to Abelard she preferred love to chains and freedom to marriage as marriage was done merely for conventional purposes. And if the name of wife appears more sacred and more valid, sweeter to me is ever the word friend, or, if thou be not ashamed, concubine or whoreI preferred to love to wedlock, freedom to a bond. I call God to witness, if Augustus, ruling over the whole world, were to deem me worthy of the honour of marriage, and to confirm the whole world to me, to be ruled by me forever, dearer to me and of greater dignity would it seem to be called thy strumpet than his empress. (Constant 27) Heloise altered her definition of 'self' from being 1'a woman of great wisdom and prudence and religion' to someone who is not 'chaste.' Constant Mews mentioned this as 2'an incredible insight into Heloise's perception of the hypocrisy of religious life.' A part of Heloise identification of the 'self' was her strong views about gender issues of her time questioning the functions of Christian women in religious life and how this life could be made to suit them and not the other way around. Mews added that 3'the traditions [Heloise] inherited were one in secular level' quite distinct from the love based on the Scriptures that Heloise had to follow or the love that '[was] talked about in monastic life.' The Middle-Ages were the period in which society identified women as the cause of decay and corruption and Heloise defied this prevailing idea by developing a notion of love which at best was liberal and beyond her time. In another letter to Abelard, Heloise wrote 4'I do not consider the friendship of those who seem to love each other for riches and pleasures to be durable at all since the very things on which they base their love seem to have no durability.' In many of her letters in which she professed love to Abelard, Heloise stressed equality and friendship as essential to love and relationships. For the most part, Abelard agreed with Heloise's view about love saying that they could live

Marketing Research Essay Example | Topics and Well Written Essays - 3000 words - 1

Marketing Research - Essay Example Also, the uses of these normally depend on factors such as the research methods used to perform the search. The procedure for selecting an appropriate research method normally depends on factors such as the problem at hand, training and skills that a researcher has nature and amount of available resources and also the audience that will be used during the research. Despite the fact that many of these methodologies used may have components of both qualitative and quantitative techniques, there are certain assumptions that differentiate the approaches given. Qualitative and quantitative methods can be reviewed in the following manner1. Quantitative research This is always regarded as making inquiry over certain problem that has been identified depending on a testing theory. The figures that have been found under this research are normally analyzed further using other statistical means like graphs and charts2. Quantitative research often involves respondents of a large number, and norma lly it has always been predetermined. The measurements used during quantitative research options need to be quantitative, statistically valid, and objective in nature. During this research process, the size of the sample under examination is always calculated with the help of formulas to establish the parameters of the ample that will be required for the research. Most qualitative researchers are always designed 3to produce very low error margins thus even if the exercise is conducted over and over, the results attained will be more or less equal. The aim of qualitative method is always to prove whether prognostic generalization given to a theory may be holding any true or relevant meaning4. During quantitative research, the main question revolves around numbers for instance â€Å"†¦how many people watch football.† During this research, the researcher normally distances him/ herself from the phenomenon under study. And the values attained from the research do not form pa rt of the research. For instance, a research seeking to establish the number of people watching football will not concentrate on the numbers among the research value. Rather, the used sample will represent an entire population that is under study. Most researchers using quantitative resources apply deductive theories, logic and formulate hypothesis that are tested in the area. After all these analyses, the researcher often seek to come up with generalizations that support the underlying theory or hypotheses and will help them understand and explain the behavior pattern of a certain phenomenon. In this way they can even predict the future outcomes of these. There are also certain approaches that have been put in place to help come up with effective quantitative research questions. One of the most recommended means of approaching this is through following certain steps. First, one must establish the nature of quantitative research to be performed. For instance it can be based on relat ionship, comparative or descriptive factors. The next step involves spotting out the various variables that you want to study5. After which a fitting structure is identified depending on the prospect variables. Then finally stating the issues you intend or are trying to address as research questions. Below is an example of a quantitative research question. â€Å"What issues influence the professional choices of American college students?† When do organizations use the quantitative techniques? The quantitative rese

Development Strategy Essay Example | Topics and Well Written Essays - 1500 words

Development Strategy - Essay Example and growth of specialized stores the competitive landscape became much more diversified. 'Boots operates in an extremely competitive environment where the pace of decision-making and speed of implementation is integral to success," said Boots' chief executive Richard Baker.' (WWD, Jan 23, 2004, p.13). In response to the changes of the environmental factors Boots Group has undertaken a number of measures. Among them are launch of the customer loyalty programmes, sale of non-core business branches, plans for merger etc. One of the examples is the loyalty programme that has been commenced early in the year. 'Customers earn four points for every 1 [pounds sterling] spent. They can buy goods with points, each point advantage card earned being worth a penny. Customers can also collect points on the Boots website, boots.com, but can't spend them on the site.' (Grocer, Feb 19, 2005 p45) The possibility to unite the efforts and capabilities with one more strong market player is for Boots Group another way of addressing the struggle for profits in a competitive environment. In October 2005 the company announced that 'it has been in talks for about six months regarding a merger with rival Alliance UniChem. The transaction was approved by both companies' respective executive boards and shareholders and is expected to be finalized in April, 2006.' (Hoovers 2005) The America's Intelligence Wire, Oct 3, 2005 noted that 'the merger comes after Boots. . .refused to reiterate profit guidance for the year amid slowing U.K. consumer spending and competition with Britain's top retailer, Tesco PLC'. Taken into account that the shareholders and potential investors are two more integral parts of the company's business environment, the rumours about possible merger that have been circulating for six months had significant influence on the stock performance. The ambiguity of the future outcome has partially caused the decline in the stock price earlier in the year followed by the increase after the announcement of merger has been made. (Reuters Quote 2005). The goal of the merger is to create 'an international, pharmacy-led company with a combined turnover of L13.0 billion ($23.11 billion), to operate under the name Alliance Boots. However, their proposal might yet be scuppered as several private-equity firms are reported to be looking at making a bid for Boots following the news that it is up for sale. Among these are KKR, Permira and Apax'. (Pharma Marketletter, Oct 10, 2005 p0) Another environmental aspect that becomes more and more important with the course of Boots expansion into the US market is the economic, social and political factors and the specifics of this market. The groups plan to gain strength in the US retail market in the upcoming few years: The firm is boosting its beauty product presence in U.S. retail partners CVS and Target, and by this fall, Boots beauty items will be offered in 130 stores, up from 32, which will give it entry into the key markets of Washington, D.C., San Francisco, Dallas, Minneapolis and suburban New York and Boston. This effort will also help the retailer gather data on how to successfully expand here nationwide in 2006 within these retailers. (Moore 2005, p.1) Organizational Audit The internal environment of the Boots Company is built upon a strong notion of

Mind and True Feelings Essay Example for Free

Mind and True Feelings Essay In the book Grendel, the author made the decision to use the character Grendel as the narrator. He knew that the readers would understand more about Grendel’s feelings. To know the real Grendel, you need to read it from his point of view, not anyone else’s. The story made more sense because it was written in stream of consciousness. Stream of consciousness means that the author writes down everything that he is thinking. In Grendel we got to read everything from his heart, his true feelings about everything. The story would have been really different if we hadn’t gotten to see who he was and what he was all about. Grendel from the book was a totally different Grendel from Beowulf. In Beowulf we see Grendel as an evil monster that wanted to kill everyone and had no feelings. But we know that he did have true feelings for people and for himself. â€Å"My head aches† (page 13), is an example of something we would have never known by watching the movie. We also know that he cared deeply about his mother and other people. We also would have never known that he was actually very intelligent and could speak. â€Å"I sobbed as if heartbroken† (page 19). We know that he had a heart; a real monster wouldn’t have a heart. He was sad because he didn’t have the life that he wanted; everyone was happy but he wasn’t. With everything that we know about Grendel and his feelings is all stuff that we learned from the book, not from the movie. The movie basically told us the opposite of what was true about him. We would have never known this stuff if the author wouldn’t have written in the stream of consciousness. Grendel had many feelings that we did not know about in Beowulf that we learned about in the book. In the movie we got the idea that he was a horrible monster who didn’t care about anything or anyone. Beowulf told the story from the dans point of view not Grendel’s. So by John Gardner choosing to use stream of consciousness we really saw who Grendel was. Grendel seems way more human in the book rather than the movie. â€Å"I laughed my ankle was numb; my leg was on fire to the hip† (page 21). Only a real human could feel pain and sorrow like that. Everyone hated him and wanted him dead because they thought he was such a horrible monster, but he couldn’t help it. He didn’t pick the way he looks; that’s just how he was created. In the end, he was just in so much pain he didn’t know what to do with his life anymore. So that’s why I’m happy that the author choose this form of writing because we understood who he was and what he was. Not just some monster who wanted to kill everyone. If the Danes could have seen him like we did I think that that would have changed their whole look about him. Those are all the reasons why I think that the stream of consciousness was a way better form of writing rather than formal writing. This is also why I think that we see Grendel more human than monster and understood him better. I sympathize him more this way and feel sorry for him because everyone hated him for the way that he looked. I think the author choose this way because he knew that we would understand him more. That’s why if he would have chosen formal writing everything would have been more confusing and hard to understand.

Kuwait Oil Fields Reconstruction Projects Construction Essay

Kuwait Oil Fields Reconstruction Projects Construction Essay During the Gulf war, Kuwait was invaded by Iraq and by the end of it almost all of oil production facilities of Kuwait had suffered extensive damage and had become defunct. Even after their Liberation in Feb, 1991 a large number of oil wells were on fire. To rebuild the countrys major source of income of the country a project was taken to reconstruct these oil fields. This was the Kuwait oilfields reconstruction project. Bechtel International was the project management firm given the contract to manage this reconstruction project by the Kuwait Oil Company. Work of planning of the project had started in November 1990 within three months of the start of the Iraqi Invasion, in the offices of Bechtel in London. Planning and organizing activities were being done in the offices in London, Houston, San Francisco, Dubai and Riyadh even when the war was still on. Since the war was still on, there was little knowledge of the total extent of the damage to the oilfields and how much work was to be done. However those damages that were identified till then were taken into consideration and front-end planning and procurement for the same had been started. During the end of the war, the retreating Iraqi troops had set the oilfields on fire. Thus to continue with the project first it was necessary to bring these fires under control. The personnel of Bechtel arrived in Kuwait 4 days after a complete sweep of the City was done by the allied troops. The main objective then of these personnel was to organize and manage the firefighting efforts. This was names project Al- Awada (Arabic for return). The vivid scenes shown by the newspaper, magazine, and television reports came alive for Bechtel project personnel. The days were dark with smoke from the fires blocking the sun, oil droplets filled the air, clean water and sanitary systems were not working, power plants were down, transportation was minimal as tires were a precious commodity, and food was very scarce. Initial accommodation was in refurbished ship quarters and in some vandalized apartment complexes without water and electricity, no more than a foam mattress on the floor, and a long hike up a darkened staircase. In addition to these problems, booby traps, land and water mines, unexploded shells and rockets, and other ordnance had littered the country. The temperatures in summer consistently were above 50 à Ã‚ ¦ C in shade (seldom below 37 à Ã‚ ¦ C at night), exposing the people in the field to temperatures of 55-58 à Ã‚ ¦ C in many locations, and hotter nearer to the fires. Just providing drinking water was a ma jor undertaking. John Oakland, senior vice president of Bechtel Corporation, who served as the manager of projects in Kuwait, remarked, This campaign, which was well covered by the international news media, was one of the most complex engineering and construction efforts in history. However, the following assignment, which was the reconstruction of the Kuwait oil fields, was an even bigger and more challenging task. The project of the reconstruction of the oil fields, which was named Al-Tameer (Arabic for rebuild), will be discussed in this report. Status of the Facilities The state of the two million barrels per day oil export industry in Kuwait after the completion of the fire-fighting effort was as follows: 647 wells had burned in total, 751 wells were damaged. Twenty-six oil gathering, separation, and production centers were damaged or totally destroyed. One marine export facility and its related single point mooring was totally destroyed, and the second marine export facility was partially damaged and out of commission. The equivalent of ten million barrels of crude oil storage tankage had been destroyed. The Shuaiba refinery was totally destroyed. A crude unit in the Mina Al Ahrnadi Refinery was completely destroyed. The rest of the refinery was partially damaged and the refinery was out of commission. The Mina Abdullah Refinery was partially damaged and the units were not operable. All communication towers and networks were destroyed. Most of the working population had either fled or were in hiding. Project Al-Tameer After the successful completion of the fire-fighting effort, KOC invited Bechtel to present its plan for the reconstruction of the oil fields production and exporting facilities damaged during the war, starting work by November 1990. KOCs goal was to be able to produce 2 million bpd of oil by September 1992. Planning and Organizing Phase The planning and organizing effort for the Al-Tameer project started with the Bechtel team that was already on-site as part of the Al-Awada project fire-fighting effort. An organization totally different from the Al-Awada project was required to scope, estimate, plan, execute, and turn over operational facilities to KOC. This organization had to be self-sufficient and be able to fully support and service a massive work force of more than 16,000 people. The main organization was divided into five main functions. One was to support KOCs future five-year budget planning with identification, scoping, and planning future projects. This was named KOC Major Projects Group. The other four groups consisted of: manager Al-Tameer projects, responsible for all planning and project management, as well as engineering and procurement manager coordination, responsible for scheduling, cost control, estimating, project reporting, public and community relations, and other relevant functions manager services, responsible for providing all the required support services for the project team including explosive and ordnance demolition group manager operation, responsible for field execution of all the defined work. A damage assessment and scoping team consisting of engineers, planners, and estimators walked every foot of the oil fields production and exporting facilities preparing a scope of work, cost estimate, a plan and schedule of work for each facility. The planning was based on a back to front scheduling defining the dates and production goals first, working backward to see when the drilling effort and facilities reconstruction work had to start to meet this goal. This approach also determined the required manpower and helped with direct hire and subcontracting plans. The overall plan defined the sequence of the work and prioritized the resources to make sure facilities with least damage were first priority for completion. The master schedule was developed based on nine subproject organization work breakdown structures (WBS) Oil recovery Tankage south North Kuwait Pipelines/flow lines Power, buildings, cathodic protection Marine facilities De-salters South gathering centers West gathering centers. Figure : Al Tameer Organization Each subproject having its task force, budget, schedule, and its priority on resources identified was headed by a project manager. The Al-Tameer project organization chart is shown in Figure 1. The teams were integrated with available KOC personnel who performed some of the project functions. Each subproject team was supported by local functional managers to provide them with staff and resources to execute the work. The key driver behind the plan was meeting the schedule and the production capacity. Execution Phase The project execution consisted of three main functions: detail engineering, procurement, and construction management. Detail Engineering Engineering and construction teams worked very closely during the planning phase to determine the best and most expedient way of rebuilding some of the facilities. This close collaboration continued until construction was complete. More than 200 designers and engineers worked in the makeshift project offices at various sites, with strong central support from a base that was set up in an old war-damaged girls school. This was later transferred to a newly constructed KOC engineering building. Additionally, a team of more than 200 engineers from various Bechtel regional offices worldwide provided continuous support and specialized expertise. The main deliverables of the engineering teams were construction drawings, construction packages, and material requisitions and technical bid tabs. This effort was not limited to oil production and exporting facilities; it included some of the necessary infrastructure required for the day-to-day operation of KOC. Offices, warehouses, guest houses, employees housing, roads, power, water, etc., were all part of the scope of the work. Because most of the original drawings and specifications were destroyed during the war, field sketches and measurements had to be used. A total engineering effort of 450,000 hours resulted in 4,500 major drawings. One totally new and fully modularized gathering facility (GC-17) was designed and built in Houston, Texas, and shipped to the sites. Other facilities were designed for rebuild based on their original concept, but modernized wherever possible. Some of the units were very old and were upgraded with the more modern versions of the equipment available. A more extensive use of distributed control systems and automation was one of the key areas that were upgraded. Procurement The project procurement group was established in full force during the firefighting phase of the project to provide resources for that very important effort. In the Al-Tameer phase the team was further expanded to support the massive procurement and contracting effort that was required to meet the target schedule. In addition, inventory control and warehousing material were also part of the procurement teams area of responsibility. The procurement team was also responsible for incorporating all the material into KOC1s automated material and inventory control system. The procurement effort driving the execution phase was centralized, and it was divided into three main areas: Material management Contracts management Warehouse management. Material management included purchasing, inspection, expediting, and traffic and logistics. Contracting included formation and administration. Warehouse management included central warehouses and satellite warehouses. The procurement team had three main goals within the projects overall objective: ensure the right material and resources were available in time to meet the schedule maximize the use of available local resources to assist in rebuilding the local economy ensure sure final warehouse inventory met KOCs material coding and identification system. The size and the particular nature of the project required that the procurement team be divided between material management-reporting to the manager of projects-and contracts management-reporting to the manager of construction. This arrangement facilitated the communication and management of site contractors work with Bechtels direct hire construction work. Material Management Project managers were responsible for development and processing of the material requisitions for their areas of responsibility. Orders over $100,000 required further approval by KOCs manager of the Al-Tameer project. Almost everything required for the execution of the project had to be imported from outside the country. At the early phases of the project the port facilities, custom facilities, and other services required for the proper importation of goods and services were not functioning. Bechtel established a staging area in Jebel Ali port of Dubai (UAE) to receive, inspect, and accept material. Utilizing much smaller vessels and boats, Bechtel then transported goods from Dubai to various Kuwait ports depending on availability and cargo size. This plan also included most of the air freighted material. Because timely delivery of the material was critical to meeting the project schedule, a very detailed material requisitioning plan had to be developed identifying every required detail. This plan was then incorporated into Bechtels worldwide Procurement Tracking System (PTS) that enabled all Bechtel offices to monitor and follow through each order until it reached the site. At later stages of the project when Kuwait ports and custom facilities became functional the above arrangements were changed and everything was imported directly into Kuwait. During this period more than 26,000 purchase orders were issued, and more than 520,000 tons of material were imported utilizing 742 aircraft and sea-going vessels. Warehousing Management One of the key activities of the warehousing management team was to incorporate the variety of material that was left behind after the war and the fire-fighting phase with newly ordered and engineering-specified material. Also, by continuously adjusting and monitoring quantities and specifications they could respond very quickly to emergency and out-of-schedule circumstances. The engineering and warehouse both utilized a common software (PCMC) to identify, locate, and quantify most of the bulk material making sure that when the material was required it would be made available immediately. Contract Management Although due to scheduled requirement reconstruction of some of the flow line, all of the gathering centers and booster stations were performed by Bechtel direct hires, nevertheless more than 300 major construction contracts and 650 equipment rental agreements were issued by the contract management team during the Al-Tameer project phase. The contract formulation team worked as a central group serving all subprojects. The contract administration group managed the administration work more by function than by area. Project managers were ultimately the responsible parties for the contractor work in their areas, receiving the necessary support and services from these two centralized teams. Construction Management Al-Tameer was probably one of the most challenging construction projects ever managed by Bechtel. The work required provision of labor, equipment, and support facilities in fifty-five locations and in four different parts of the country-North fields, South (marine facilities and refineries), West fields, and Burgan fields. The work involved construction of drill pads; roads for heavy rig transportation; well heads; flow lines; gathering centers; gas booster stations; oil storage tanks; water supply, distribution and storage; and marine export terminal and loading facilities. In addition, KOCs own infrastructure (offices, housing, clubs and restaurants, warehouses and buildings, telecommunication, etc.) had to be reconstructed. Construction efforts were divided between direct hire construction and subcontracted work. The total scope of work was divided into nine construction areas, each managed by a field superintendent. Each superintendent was responsible for both direct hire execution as well as field administration of the subcontractors scope of work within his area. Construction superintendents were supported by the central construction group that was the functional group supporting a project matrix team. Prioritization of resources and construction equipment was one of the major functions of the central construction team. Field construction teams were comprised of multinational forces (from thirty-six countries) with totally different cultures, languages, and performance capabilities. Catering and other cultural requirements had to be addressed to ensure each group could perform its function satisfactorily. Each task had to be tailor made to suit the team available. It was important that planning of the manpower and resources take into consideration availability of the right foreman and support group to be able to communicate and perform work with each team. Summary Approximately 1,000,000 hours in the regional offices and 4,000,000 hours in Kuwait were spent for project management/engineering/construction management during the first two phases of this project. Field labor hours were 50,000,000. These project man-hours were spent within the following project schedule milestones: start of planning November 1990 start implementation in Kuwait March 199 1 project completion June 1993. The sources of the project personnel were various. A total of 16,000 workers from thirty-six countries on five continents were involved in this massive effort. The countries that participated in the supply of manpower to this reconstruction included Kuwait, the United States, Great Britain, Canada, France, Australia, Belgium, Holland, Germany, Ireland, New Zealand, Mexico, Saudi Arabia, Egypt, Iran, Lebanon, Bahrain, Yugoslavia, Colombia, Indonesia, Nigeria, Bangladesh, Brazil, Afghanistan, the Philippines, India, Djibouti, Sri Lanka, Somalia, Syria, Tanzania, Thailand, Tunisia, Pakistan, Trinidad, and Sierra Leone. Key Milestones Some of the more notable milestones in the program were: The last fire was extinguished and the well was capped on November 6, 199 1, eight months after the arrival of the first Bechtel team on-site. The first postwar oil was pumped from two of the original gathering centers on May 26, 199 1. By December 1991, more than 400,000 barrels of oil per day were being produced from the rehabilitated facilities. By April 1993, more than 11,000,000 barrels of weathered crude had been reclaimed from oil pits and lakes, and processed through the field treatment centers and the refinery. By the end of June 1993, eighteen of the original centers were back in operation, with all the production goals achieved as scheduled. Operation Phase Accomplishments The work was conducted in fifty-five locations that included fields in the north of Kuwait on the border with Iraq, west and south of Kuwait on the borders with Saudi Arabia and Iraq, and in the refineries and loading facilities along the coast and offshore. Five hundred square miles of land were swept and cleared of unexploded ordnance. More than 23,000 pieces of explosive devices were destroyed by explosive ordnance disposal teams. Although all work areas were swept, the risk from undetectable ordnance was ever present and some fatalities did occur. More than 26,000 purchase orders and 300 major construction contracts and 650 equipment rental agreements were awarded during Phases I and I1 of the project. (A more normal project performed over the same time frame may have 4,000 to 6,000 purchase orders.) A complete communication system dedicated to the oil industry was installed that included twenty-three satellite telephone systems, 4,500 telephones, and 2,000 portable radios. A twenty-four-hour health care and safety program was established that included two helicopter medivac teams, a forty-bed hospital, a dental clinic, and a team of approximately 100 professional medical personnel on duty at seven medical stations. More than 5,800 pieces of field operating equipment ranging from the larger bulldozers, cranes, trucks, front-end loaders, and heavy industrial equipment to ambulances, pickup trucks, cars, buses, and other support vehicles were shipped to the job sites. These pieces of equipment were purchased from twelve different countries. A total of 742 aircraft and sea-going vessels were deployed to ship more than 520,000 tons of equipment and material to Kuwait in support of this project. Six full-service dining halls with catering support staff provided about 3,500,000 meals for the workers during the fire-fighting campaign and 10,000,000 meals during the reconstruction phase. Menus were established to cater to the different ethnic backgrounds. Provisions and housing for 12,000 manual and 2,000 non-manual Bechtel employees were provided. All of the members of project management and their support teams, over 200 design and engineering personnel and around 200 procurement, administration and subcontracts management teams, were resident in Kuwait. Construction of a number of permanent offices, workshops, warehouses, maintenance shops, and housing complexes for KOC was completed at the same time. Fire-fighting efforts originally involved the four major international teams of Boots Coots, Red Adair, Safety Boss, and Wild Well Control. They were later joined by an additional twenty-three teams from Kuwait, Iran, China, Hungary, Great Britain, France, Canada, Romania, and Russia. Four hundred kilometers of water and oil pipelines were installed during fire-fighting efforts. Water lines and pumping stations could deliver 25,000,000 gallons a day to fire sites. Each of 360 lagoons was excavated, lined, and filled with 1,000,000 gallons of water for use in fire-fighting. Drilling pads and access roads were constructed for 700 new and work over wells. Three-thousand kilometers of new flow lines were constructed. One-thousand kilometers of new and refurbished pipelines were installed. Fifteen crude gathering centers, including a totally new and modularized early production facility, were assessed, designed, and constructed. Three gas booster stations were constructed Restoration and reconstruction of the marine loading terminals, offshore terminals, and SPM were completed. Construction of more than 10,000,000 barrels of new crude oil storage tankage was managed. Restoration of overhead and underground electrical power transmission and distribution system and cathodic protection system within the oil fields was completed. Construction repair and operation of water systems (fresh, brackish, and salt water) were completed. Construction and operation of oil recovery systems and facilities that collected and treated more than 25,000,000 barrels of weathered crude were completed.

Religion Fades :: essays research papers fc

I. Introduction   Ã‚  Ã‚  Ã‚  Ã‚  A. Overview events of the time period   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Shogun period  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Meiji period  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Actions of Commodore Perry  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. Sino and Russo Japanese war   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5. Thesis Over time, and this is true in every country, faith fades and gives way to science and religion gives way to practicality. II. The Edo (Shogun) rule 1608-1868   Ã‚  Ã‚  Ã‚  Ã‚  A. The takeover   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. how they came into rule   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. the battle of Sekigahara   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. the expulsion of Christianity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. feudalism   Ã‚  Ã‚  Ã‚  Ã‚  B. The beginning of the end   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Political pressure   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Commodore Perry   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. crushing debt   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. civilian suspicions  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  d. the coup coup de gras   Ã‚  Ã‚  Ã‚  Ã‚  C. Commodore Perry   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. unfair treaty   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. how he landed  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Perry fooled into seing a mere lord   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. final blow D. Religious effects   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Buddhism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Shintoism IV. The Meiji restoration 1868   Ã‚  Ã‚  Ã‚  Ã‚  A. The new style   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. more open to western influence   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Wanted to go to the West and see what it was like   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. problems starting up   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Satsuma rebellions  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. mopping up the last little samurai outbreaks B. The government   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. freedom of religion/Christianity un-banned   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. religious figures and traditional samurai lose power   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Modern state end of feudalism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. constitution   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. wanted new technology desperately   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. railroads built   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. army formed  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. navy formed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5. Sino and Russo Japanese wars because of Japans new expansion   Ã‚  Ã‚  Ã‚  Ã‚  C. Compare and contrast   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Enclosed self supporting traditional-Modern expansionist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Feudal vs. V. Sino (1894) and Russo (1904) Japanese wars   Ã‚  Ã‚  Ã‚  Ã‚  A. Sino Japanese war   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Control of Korea   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Japan wanted its resources as their own.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. guess what, so did China   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. Like siblings fighting over a cute dog, they left it up to Korea.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  d. Korea did not decide   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  e. representatives on both sides were killed, WAR   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  f. of course no one listens to religious council and try to use words  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  B. Russo Japanese war   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Control of Manchuria  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Both countries want control over Manchuria’s resources.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. Russian government was weak but had a strong army.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Russian revolution  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Russia was dangerously close to a revolution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. The leaders thought that they could suppress it by winning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. they lost VI. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  A. restate thesis Over time, and this is true in every country, faith fades and gives way to science and religion gives way to practicality. B. review of reasons and causes of the fade of religion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Arrival of Christianity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Western influence   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Fall out of power for religious class   Ã‚  Ã‚  Ã‚  Ã‚  C. Conclusions   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Religion did fall victim to the new influences   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. New gov. =less privileges for religion and less decision making   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Religion Fades Near the middle of the 1800’s Japan’s government of over 200 years was crumbling. The shoguns were rapidly falling out of power and a rebellion was brewing that would bring about Japan’s new Meiji government. Religion Fades :: essays research papers fc I. Introduction   Ã‚  Ã‚  Ã‚  Ã‚  A. Overview events of the time period   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Shogun period  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Meiji period  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Actions of Commodore Perry  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. Sino and Russo Japanese war   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5. Thesis Over time, and this is true in every country, faith fades and gives way to science and religion gives way to practicality. II. The Edo (Shogun) rule 1608-1868   Ã‚  Ã‚  Ã‚  Ã‚  A. The takeover   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. how they came into rule   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. the battle of Sekigahara   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. the expulsion of Christianity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. feudalism   Ã‚  Ã‚  Ã‚  Ã‚  B. The beginning of the end   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Political pressure   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Commodore Perry   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. crushing debt   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. civilian suspicions  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  d. the coup coup de gras   Ã‚  Ã‚  Ã‚  Ã‚  C. Commodore Perry   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. unfair treaty   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. how he landed  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Perry fooled into seing a mere lord   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. final blow D. Religious effects   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Buddhism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Shintoism IV. The Meiji restoration 1868   Ã‚  Ã‚  Ã‚  Ã‚  A. The new style   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. more open to western influence   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Wanted to go to the West and see what it was like   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. problems starting up   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Satsuma rebellions  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. mopping up the last little samurai outbreaks B. The government   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. freedom of religion/Christianity un-banned   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. religious figures and traditional samurai lose power   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Modern state end of feudalism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. constitution   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. wanted new technology desperately   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. railroads built   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. army formed  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. navy formed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5. Sino and Russo Japanese wars because of Japans new expansion   Ã‚  Ã‚  Ã‚  Ã‚  C. Compare and contrast   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Enclosed self supporting traditional-Modern expansionist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Feudal vs. V. Sino (1894) and Russo (1904) Japanese wars   Ã‚  Ã‚  Ã‚  Ã‚  A. Sino Japanese war   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Control of Korea   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Japan wanted its resources as their own.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. guess what, so did China   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. Like siblings fighting over a cute dog, they left it up to Korea.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  d. Korea did not decide   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  e. representatives on both sides were killed, WAR   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  f. of course no one listens to religious council and try to use words  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  B. Russo Japanese war   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Control of Manchuria  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Both countries want control over Manchuria’s resources.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. Russian government was weak but had a strong army.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Russian revolution  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. Russia was dangerously close to a revolution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b. The leaders thought that they could suppress it by winning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c. they lost VI. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  A. restate thesis Over time, and this is true in every country, faith fades and gives way to science and religion gives way to practicality. B. review of reasons and causes of the fade of religion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Arrival of Christianity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Western influence   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Fall out of power for religious class   Ã‚  Ã‚  Ã‚  Ã‚  C. Conclusions   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Religion did fall victim to the new influences   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. New gov. =less privileges for religion and less decision making   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Religion Fades Near the middle of the 1800’s Japan’s government of over 200 years was crumbling. The shoguns were rapidly falling out of power and a rebellion was brewing that would bring about Japan’s new Meiji government.