Munich Massacre

The Munich Massacre was the name given to the terrorist attack during the 1972 Olympic Games in Munich, West Germany. Eight Palestinian terrorists from the group Black September killed two members of the Israeli Olympic team and then took nine others hostage. The situation was ended by a huge gunfight that left five of the terrorists and all of the nine hostages dead. Following this tragedy, the Israeli government organised retaliation against Black September, called Operation Wrath of God and also Operation Spring of Youth.They called on all world governments to take more effective action against the Arab guerillas responsible. (Source 2) The massacre was a major event in the war between the Palestine and Israel people. It shocked the world and confirmed a harsh reality, that no one is safe from terrorism. The Munich massacre was brought on because of the war between the Arab and Israeli people. The operation was called â€Å"Ikrit and Biram†, after two Palestinian villages w hose settlers were killed or forced out by the present day Israel Defence Forces in 1948.This could have possibly been used as a motivator for the Black September group. In the 1972 Olympic Games, the Olympic Committee hoped to erase the memories of the usage of the Olympics in 1936 in Berlin to promote propaganda for Hitler and the Nazi party. They tried to introduce a friendly and peaceful atmosphere. However this also meant the level of security would be lower. As this was the country where Jews were previously condemned and hunted down during the Holocaust, the decision to make this Olympics more relaxed and with less security, was controversial.This controversy and lack of German security caused unrest amongst the Israeli people following the Massacre. Nearly two weeks into the Olympic Games, on September 5, the members of the Palestinian terrorist organization, Black September, which were part of the fedayeen group, (Arabic for â€Å"men of sacrifice† and used often by Islamic terrorists to describe themselves) scaled the six foot wire fence that encircled the Olympic Village at 4 a. m. (Source 1). Although they were seen by various people, it did not arouse suspicion since athletes regularily hopped the fence. Source 3) At 4:30 a. m. the disguised assailants, carrying kitbags filled with assault rifles (AK-47), pistols and grenades, headed towards the apartments where the innocent athletes slept. The masked attackers entered and rounded up the coaches and officials from Apartment 1 and were lead to a group of athletes staying in Apartment 3, gaining more hostages. Some of the Israelis fought back; two of them, Moshe Weinburg and Yossef Romano, were killed. In the midst of the valiant Israeli retaliation, a few terrified Israelis were luckily able to escape.Nine were taken hostage. (Source 3) At around 5 am, the police had been alerted and news of the attack had begun to spread around the world. At 9:30 a. m. the Black September group announced th ey were Palestinians and demanded that Israel release more than 200 Arab prisoners and grant them safe passage out of Germany. They also sought the release of two German terrorist prisoners. The Germans began to stall the terrorists but eventually offered the Palestinians an unlimited amount of money for the release of the athletes, as well as the substitution of high-ranking Germans.However, the kidnappers refused both offers. The German police then decided to plan an assault and rescue operation. The border police, badly trained and unorganised took position on the roof dressed in Olympic sweat suits and wielding sub-machine guns. However because of camera crews filming the police men from nearby buildings the terrorists saw the attack coming from the TV. When the leader of the group Luttif Afif or â€Å"Issa† threatened to kill two hostages, the police retreated.After hours of tense negotiations, the Palestinians agreed to a plan whereby they were to be taken by helicopter to the air base at Furstenfeldbruck where they would be given an airplane to fly them and their hostages out of Germany and into Cairo, Egypt. (Source 3) The Israeli athletes and the Black September group were then transported by bus to a helicopter which brought them to Furstenfeldbruck air base. The German police organised a sniper team to wait for the terrorists to eliminate them with as little casualties as possible.At 10:30 pm the helicopters landed and once on the ground, the terrorists realized there was a trap. The German sharpshooters attempted to kill the terrorists and a bloody firefight ensued. The Israeli hostages could do nothing. They were sitting, tightly bound and blindfolded in the helicopters parked on the runway. â€Å"Perhaps, surprisingly, the fedayeen did not kill them right away. They might have been too busy returning the sharpshooters' fire and dodging their bullets.They might even have felt a reluctance to kill nine obviously defenceless men: a kind of a nimal inhibition that has been known to stay the hand of the most desperate murderers†. (Source 1) Two Black September members and one German police officer were killed in the standoff. A stalemate followed for over an hour and at 11:00 pm the media was mistakenly informed that the hostages had been saved and the news was announced to a relieved Israeli public. When the German police armoured cars arrived to the air base, the terrorists knew the end had come.With the Israeli hostages in two separate helicopters, the leader of the Black September group, â€Å"Issa† opened fire on the hostages on the first helicopter, then pulled the pin and threw a grenade into the cockpit, killing all hostages inside. The hostages in the second helicopter met the same fate as the hopeless terrorists gunned down the Israeli victims. The snipers and armoured vehicles then took out three more terrorists, one being the leader of the tragic event, Luffif Afif. Three terrorists escaped but we re captured by German police shortly later.The tragedy ended in bloodshed and scarred the people of Israel. Victims (Israeli Athletes)- Moshe Weinburg, Yossef Romano, Ze'ev Friedman, David Berger, Yakhov Springer, Eliezer Halfin, Yossef Gutfreund, Kehat Shorr, Mark Slavin, Andre Spitzer, Amitzur Shapira (German Police Officer)- Anton Fliegerbauer Terrorists responsible (Killed)- Luttif Afif â€Å"Issa†, Yusuf Nazzal â€Å"Tony†, Afif Ahmed Hamid â€Å"Paolo†, Khalid Jawad â€Å"Salah†, Ahmed Chic Thaa â€Å"Abu Halla†. (Captured)- Mohammed Safady â€Å"Badran†, Adnan Al-Gashey â€Å"Denawi†, Jamal Al-Gashey â€Å"Samir†. Source 3) Surprisingly, decided by the Olympic Games Committee, the games continued. The massacre of 11 Israeli athletes was not considered serious enough to cancel or postpone the Olympics. Jim Murray of the Los Angeles Times wrote at the time, â€Å"Incredibly, they're going on with it†, and â€Å"It' s almost like having a dance at Dachau†. However, the Munich Massacre still had enormous effects on the Olympic Games and to the public. Security from then on was permanently increased. The event alarmed countries worldwide and spurred the realisation of needed action against terrorist rimes. The rumours arose from the Israeli public that the German security forces poorly handled the rescue operation. Still, the Israeli government were pleased with Germany's actions as the Israeli Foreign Minister, Mr. Abba Eban stated clearly that they approve the German government's decision to use force against the Palestinian terrorists. (Source 2) The Israel nation gained sympathy from countries worldwide as the actions of the Palestinian terrorists was condemned. The Israeli Prime Minister, Mrs.Golda Meir, received messages of concern and sympathy from united countries against this act of terrorism including Western European countries, the United States and Canada. American President Nix on described the killings as â€Å"a tragedy for all the nations of the world†. Similiarly, the British Foreign Secretary, Sir Alec Douglas-Home declared that â€Å"the terrible events in Munich have appalled the civilised world. On behalf of Her Majesty's Government, I send my deepest sympathy at the grievous loss which Israel has suffered†. (Source 2) This lead to the creation of many Government counter-terrorism organisations.The furious Israeli government retaliated by allowing the Mossad (national intelligence agency of Israel) collect information and organise covert operations against the Palestinians. Operation Wrath of God and Operation Spring of Youth was devised to target and execute the high-ranking Palestinians suspected of planning or being involved with the massacre (Source 1). Steven Spielberg’s â€Å"Munich† inspired by the true events and the book â€Å"Vengeance† by George Jonas, shows the supposed, yet believed fictional, deadly response of the Israeli government and Mossad against the individuals responsible or involved in the appalling tragedy.

Classical and post-Classical periods Essay

The Silk Roads were created when classical empires were established, and the scope of long distance trade expanded, connecting much of Eurasia. Throughout the Classical and post-Classical periods, the Silk Roads provided a way for not only goods to be introduced to new lands, but also ideas, religions and technology. The Silk Roads changed drastically due to expanding empires, new technology and diseases. Although the effects and empires with which the Silk Road was connected changed continuously throughout the Classical and post-Classical period, the thing that remained constant was the trade of spices and goods to and from Asia and Europe, and the Silk Road never lost its importance to the economies of the empires. The growing empires directly affected the Silk Roads. The growth and spread of empires was a direct result of who had the most control over the routes and what ideas were being spread, for instance religion. When disease decreased much of a population, that empire would stop trade with other nations and focus on interregional trade, until their empire was back up on its feet, and then it would again join in trade on the silk roads. This constantly happened with the introduction of new diseases to empires throughout the end of the Classical period and all of the post-Classical period. One example of this was China, when diseases were brought to its shore from the ships, its population decimated and they stopped trading with vast nations for luxuries and kept the trade within its empire till its economy grew and then they continued in trade throughout the silk road. The new technology introduced to the Silk Road had the most impact on the trade patterns. Throughout the classical period not many changes in technology occurred, however during the post-Classical, you start to see many new technologies introduced to the Silk Road. Yolks, saddles and stirrups were just some of the new transportation technology developed. In the 600s B.C.E., yolks, saddles and stirrups were used to allow more goods to be carried on horse, camels and ox and allowed them to travel further distance. Saddles were first developed in Southern Arabia for transportation. Then, Stirrups first appeared in Afghanistan, created by the Kushan folk. The stirrup is a piece of equipment that extends from a saddle on both sides, and the person sitting in the saddle can put their feet into the stirrup while riding to gain better control of the animal being ridden and to be more secure on the animals back. Lastly, the yoke allowed for more than one ox to plow fields. The yoke would link the two oxen together and attach them to something heavy, like a plow or a tool used for turning the earth. Another invention, which came from China, was a compass, which pointed north, and allowed sailor to navigate more easily. They also invented better-equipped, long-lasting ships to travel greater distances for the sole purpose of acquiring goods that people at home in China so desperately desired. These boats were called junks, and allowed for the Chinese to sail great distances for the goods they desired. However, they were not alone in the making of these big ships, Indians also began to craft larger and improved boats called dhows. Another major innovation that fueled trade was the Grand Canal. Created under the authority of Sui Yangdi in the Sui Dynasty. The Chinese needed a fast and easy way to transport essential crops, such as rice, from the Yangzi River to the North. Therefore they built the Grande Canal running through North and Southern China, creating an efficient way to transport good through northern and southern China. Other than transportation technology, there was other technology introduced in the post-Classical period. The Chinese invented printing and paper, which created an even faster and easier way to spread ideas, religion, and technology throughout the Silk Roads. Although the Silk Roads had many positive features, along with the spread of ideas came the spread of disease. This occurred throughout the whole period. Unbeknownst to the traders the ships and caravans, with which they traded, brought disease along with their many goods. Worlds apart, neither the two parties, the transmitter and the infected, were aware, at least primarily, of what the devastating effects would be when coming in contact with these diseases. Due to the fact that they were from different parts of the world, and seas away from each other, those who were infected were not immune yet to the diseases the merchants carried, and it had devastating effects of the population. These massive disease outbreaks resulted in drastic changes, beginning at the end of the Classical period. As the germs traveled from one side of the world to the other, they became more dangerous. One of the most obvious examples of what disease did throughout the Silk Road was in the Americas. When European settlers came to colonize America, they brought with them infectious diseases such as the bubonic plague, and malaria, killing off almost 90% of the native people. This made it especially easy to conquer lands and force Natives to work, and when they were running out of native workers, they just imported slaves from Africa. The diseases they brought made it possible for them to conquer as much land as they did and it also made it possible for the Europeans to destroy many of the Natives history, because the Natives could not stop them, for they only had few people left. Other than the natives in the Americas, both the Han Empire and the Roman Empire, tremendous trade destinations, had immense problems with disease in the 100s and the 200s C.E.: most likely these people experienced the bubonic plague, smallpox, and measles. For example, in the 100s C.E., about 45 million people lived in the Roman Empire, but in the 400s C.E. the population dropped at least 5 million. Likewise, the population in China dropped by 10 million in the 200 years following 200 C.E., sinking to 50 million. Unfortunately, the transfer of these devastating diseases to places without natural immunity to them caused devastating population decline throughout the classical and post-classical period. Despite the constant changes in materials traded, the original purpose of the Silk Road remained undamaged throughout the Classical and Post-Classical period. Asian goods were traded with European merchants along the Silk Road and vice versa. In particular, spices from Asia, which were traded with most wealthy empires, particularly Europe, fueled Asia’s economy. These spices were wanted by the Europeans constantly and elaborated the importance of the Silk Road. During the Post-Classical period, many countries like Portugal and Spain, tried to take control of the Spice trade. Although unsuccessful, it shows the importance of the spice trade to the Silk Roads. The spice trade created an economic boom in Asia and every other country wanted that leading to wars and a race to find the quickest route to Asia. Furthermore, Asia’s economy, specifically China’s economy, was dependent on the money from trade on the Silk Road, regardless the type of goods that were traded to fuel their economy. Likewise, Asian trades drove Europe’s economy. Throughout 200 B.C.E to 1450 C.E., the Silk Roads had drastic changes due to its growing empires, new technology and spread of diseases. One thing that remained constant was trade between Asia and Europe and their economies’ reliance on such trade. The effect the Silk Road had on empires and how it allowed ideas, like religion and philosophies, to be spread throughout the Silk Roads also remained constant throughout the Classical and Post-Classical period. Growing empires contributed new ideas, technology and crops. It also controlled much of the influence throughout Eurasia. New technology provided better transportation and faster ways to spread ideas. Lastly, diseases directly affected populations that were not immune to foreign diseases such as the bubonic plague, malaria and small pox and decimated populations.

Reading and Students with Mental Retardation

Reading proficiency is considered a top priority in education, and a skill with myriad implications for learning and achievement in other areas. Yet in the past, literacy rarely has been emphasized for students with mental retardation. With interventions that recognize the importance of literacy for all students, students with mental retardation can build reading skills that can lead to new interests, increased competencies, and greater independence. Understanding the characteristics of students with mental retardation is an important step toward the development of effective instruction and appropriate assessment. This paper is intended to begin a discussion of the issues surrounding reading and students with mental retardation; it is not intended to be a comprehensive research review. The paper provides: (1) an overview of the characteristics of students with mental retardation, (2) a description of common approaches to reading instruction, and (3) assessment approaches and issues that surround the assessment of reading for students with mental retardation. The paper is one of several brief papers developed to contribute to the process of conducting research and developing accessible reading assessments for students with disabilities. Creating accessible reading assessments based on accepted definitions of reading and proficiencies of reading requires knowledge of the issues specific to each disability and how they affect reading and the assessment of reading. The information in these papers was obtained through a broad review of literature and Web sites of national agencies and organizations, along with input and feedback from professionals in the disability areas. Each paper is intended as a first step to facilitate discussions that include individuals who do not know the disability, in this case mental retardation, and those who may know the disability but have not considered the interaction of the disability with reading or the assessment of reading through statewide testing. Students with Mental Retardation More than 600,000 students 6-21 years of age in the United States received special education services for mental retardation during the 2000-2001 school year, comprising about 11% of all students with disabilities in U. S. schools (U. S. Department of Education, 2002). The causes of mental retardation in children vary widely, including fetal alcohol syndrome, genetic disorders like Down syndrome and fragile X syndrome, environmental factors like lead poisoning, or diseases such as meningitis. The American Association on Mental Retardation (2002) defines mental retardation as a â€Å"disability characterized by significant limitations bo th in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. For many years students with mental retardation were identified solely using intelligence testing. IQ levels among students labeled as mentally retarded can vary from 20-25 (profound mental retardation) to 50-75 (mild mental retardation); according to the DSM-IV-TR (American Psychiatric Association, 2000), 85 percent of individuals with mental retardation have mild mental retardation. It has been estimated that 28,056 K-12 English language learners (ELLs) received special education services for mental retardation in 2001-2002. Thus, approximately 7. % of school-age ELLs with disabilities were identified with mental retardation (Zehler, Fleischman, Hopstock, Pendzick, & Stephenson, 2003). The challenge of learning English and having a disability adds another level of complexity to learning to read and demonstrate reading achievement (Mueller & Markowitz, 2004). Similar to other special education categories, but perhaps more unexpectedly, the criteria for students to be eligible for th e mental retardation label varies from state to state (Beirne-Smith, Ittenbach, & Patton, 1998). The Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) reported that poor students were 1. 5 times more likely to be referred to special education; it noted significantly lower cognitive development and lower achievement among this population than among non-poor students. The report speculated on causes from lead poisoning to parent education level, but some advocates have argued that poor students, and particularly poor minority students, have been over-identified in the mild mental retardation category and misplaced in special education classrooms (Losen, 2002). The term â€Å"mental retardation† is widely used and coded into federal law, but the term remains the subject of considerable controversy. Some advocacy groups and professional associations argue that the negative stigma of the term mental retardation could be avoided by using less loaded language. The ARC of the United States, one of the country's largest advocacy organizations for people with mental retardation, eschews the term mental retardation in its mission statement (The ARC, 2004) in favor of â€Å"cognitive, intellectual, and developmental disabilities. In 2004, Special Olympics updated its terminology from â€Å"mental retardation† to â€Å"intellectual disabilities† (see the Language Guide under â€Å"About Us,† then â€Å"Information about Intellectual Disabilities† at www. specialolympics. org). In this paper we use the term â€Å"mental retardation† as a legal term defined by IDEA, while cognizant of this significant shift in terminology. Characteristics of students with mental retardation vary widely. Students with mental retardation may have difficulty with expressive language, poor short-term memory, low level meta-cognition skills, and poor use of logic and organization. Some students who are labeled as mentally retarded also have motor difficulties that can affect their handwriting or their ability to hold reading material steadily (Rizopoulos & Wolpert, 2004). Students with mental retardation, like all students, demonstrate wide variation in strengths, weaknesses, interests, and motivation, all of which should be reflected in each student's Individualized Education Program (IEP). Traditionally, special educators have de-emphasized literacy, particularly for students with moderate to severe mental retardation, in favor of functional, social, or motor skills (Kliewer & Biklen, 2001). Many people with mental retardation read below their projected capabilities, and both general and special education teacher education textbooks are marked by a scarcity of information on academic characteristics, assessment procedures, and instruction in literacy for students with mental retardation. Only recently have educators begun to recognize the value of reading and writing skills for all students, including those with severe mental retardation (Katims, 2000). Since school systems have begun to include students with moderate to severe mental retardation in assessments (IDEA, 1997, 2004) and accountability (NCLB, 2001), and thus also included in more academic instruction, these students have been achieving at much higher and more complex levels than researchers, practitioners, and even advocates expected (see Moore-Lamminen & Olsen, 2005). This powerful evidence has forced educational professionals to revisit long-held assumptions about the benefits of academic instruction for all children, and is generating provocative reading research on new, rigorous approaches to reading instruction for students with mental retardation (e. g. , Reading, Writing, Math, and Science for Students with Significant Cognitive Disabilities, Diane Browder, PI). Instruction for Students with Mental Retardation The focus in education for students with mental retardation has shifted from an emphasis on providing services related to placement, such as disability specific classrooms or special schools, to providing individualized supports to help every student access the general curriculum in an inclusive classroom setting. American Association on Mental Retardation (AAMR), a lead advocate of the â€Å"supports model,† emphasized in its 2002 definition of mental retardation that the effects of mental retardation can be ameliorated with personalized supports. This shift in thinking correlates with an increased emphasis on inclusionary and mainstream education for students with mental retardation, giving these students access to a challenging and interesting general curriculum and an integrated social environment. IDEA 1997 emphasized that students with disabilities must have access to the same challenging content taught to all students; this was reiterated and strengthened in IDEA 2004. Many special education researchers and advocates argue that holding students with disabilities, including mental retardation, to the same high expectations as all students will improve learning and educational outcomes for these students (McGrew & Evans, 2004). Approaches to teaching reading to students with mental retardation fall broadly into two categories. One broad category is the traditional or direct instruction approach, which teaches reading as distinct subsets of skills such as phonics and sight word recognition (Rizopoulos & Wolpert, 2004). The traditional approach is based on a behaviorist model, emphasizing drill and practice of a linear set of literacy skills. The second approach is a progressive, holistic approach that teaches comprehension and critical thinking along with phonological awareness, decoding, vocabulary, and reading for enjoyment (Katims, 2000). Each of these approaches has had support with some students with mental retardation and for various purposes (Browder & Xin, 1998; Cunningham, 1999; Driscoll & Kemp, 1996; Hendricks, Katims, & Carr, 1999; Joseph & McCachran, 2003; Katims, 2000; Moni & Jobling, 2000). Assistive technology and technology increasingly have become important supports for reading-related instruction and reading for students with mental retardation. For example, Erickson and Koppenhaver (1995) found that computer and light technology can give students with severe mental retardation the supports they need to build communication skills. Continued interest in the literacy outcomes of students with mental retardation and supporting research has blossomed in the past few years, and is most likely to be a productive area for the reading futures of students with mental retardation (Beukelman & Mirenda, 2005; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Sturm, Erickson, & Yoder, 2003). In their review of literacy approaches for adolescents with developmental delays, Rizopoulos and Wolpert (2004) suggested that both traditional and progressive approaches to literacy instruction can be appropriate for certain students. Recent research by Diane Browder looks closely at the assumption that students with the most severe mental retardation benefit only from functional approaches to literacy. Browder and Algozzine argue more research is needed to understand how students with severe mental retardation might benefit from explicit instruction in decoding and comprehension skills (Browder & Algozzine, draft). Assessment of Students with Mental Retardation Most students with mental retardation participate in the same large-scale reading assessments as all students. While not all students with mental retardation will require supports or accommodations on large-scale assessments, these students have access to the same accommodations that other students with disabilities receive. Whether a student will require extra time on tests, large print, read-aloud directions, alternative setting accommodations, or other supports to demonstrate maximum proficiency depends on the individual strengths and weaknesses of each student. The most common accommodations used for students with mental retardation include breaking tasks into smaller steps, providing read aloud directions or questions, and visual cues (such as arrows, stickers, or stop signs, highlighting of key words or verbs, or supplementing text with pictures). Other accommodations range from encouraging students to stay on task and oral directions accompanied by written directions, to noise buffers and adaptive furniture (Clapper, Morse, Lazarus, Thompson, & Thurlow, 2005). Some students with the most significant cognitive disabilities who are unable to participate in large-scale assessments even with accommodations are eligible to take alternate assessments. All alternate assessments are aligned to grade-level academic content standards, but they can be based on either grade level achievement standards or alternate achievement standards. The students who may participate in alternate assessments on grade level achievement standards may need accommodations not available on general assessments or need different formats or contexts to demonstrate grade-level proficiency (National Center on Educational Outcomes Web site, 2005). Students with the most significant cognitive disabilities can demonstrate proficiency on an alternate achievement standard. Alternate assessments should promote access to the general curriculum and reflect professional judgment of the highest achievement standard possible for each individual student. Summary The intent of this brief paper is to highlight issues surrounding reading and students with mental retardation. While not a comprehensive review, it is intended to give enough of a sense of the characteristics of the students, general instructional approaches used with them, and assessment approaches and issues to generate discussion about the possible ways in which more accessible assessments can be designed for those students who are proficient readers given their diagnosis of mental retardation. This paper is part of the background for research on accessible reading assessments conducted by the Partnership for Accessible Reading Assessments, and for discussions among collaborators on the National Accessible Reading Assessment Projects (NARAP).

Government policies on citizenship Essay Example | Topics and Well Written Essays - 500 words

Government policies on citizenship - Essay Example In Canada for example, the citizenship act states that citizenship becomes automatic for any person born in Canada or born of Canadian parents after February 14th, 1977. This is the citizenship status acquisition by birth. The same is true for children born in the United States or born of American parents (they immediately qualify to be citizens). Citizenship by birth is however challenged when it comes to children who are not born in these respective countries but whom are adopted by the parents who are citizens of these nations. According to the Canadian citizenship act, there is a gray area where this issue is concerned. The issue has however been mentioned by the Department of Justice though the meaning remains vague and ambiguous. The same cannot be said to be true in the US as there is no mention of such matter by the department of State Bureau of Consular affairs which is charged with the responsibility of citizenship. This probably explains why questions are raised about couples who adopt children outside the jurisdiction of the United States and what will become of such children where citizenship is concerned. Most of such individuals when they grow up are forced to apply citizenship through naturalization method and this is not tight since their adoption is by American citizen parents just like those born by them. When it comes to naturalization, the United States Citizenship and Immigration Services categorize the people who should or should not receive citizenship. This department handles such issues because most of the rules surrounding this type of naturalization depend on how long an individual has been in the country which is under the jurisdiction of immigration. In both countries (Canada and USA), the rules of application of citizenship by naturalization are strict and require the individual to have permanently resided in those countries for a number of years. The

Tort Liabilities Case Study Example | Topics and Well Written Essays - 3250 words

Tort Liabilities - Case Study Example Negligence is an example of unintentional torts. Most contemporary tort theory focuses on the legal consequences of accidents, where the relevant forms of liability are negligence and strict liability. (Theories of Tort, 2003). Wikipedia (last modified 2006) defines tort as, "In the common law, a tort is a civil wrong other than a breach of contract, for which the law provides a remedy. The origins of the modern law of torts lie in the old remedies of trespass and trespass on the case. The term itself comes from Law French and means, literally, "a wrong". In the French language, the phrase avoir tort translates to "to be wrong". The equivalent body of law in civil law legal systems is delict. A tort is a breach of a non-contractual duty potentially owed to the entire world, imposed by law. The majority of legal claims are brought in tort." An individual's concern for his/her security of physical (bodily) status, the security of his/her financial assets and resources, tangible property, or reputation is protected by the laws of tort. If one of these interests are compromised or interfered with, compensation must be made. The restoration of the victim, or the individual who has been harmed, to his/her status before the action of the tort is the goal of the law of torts. Wex (2005) states that, "In most countries, torts are typically divided into three broad categories: intentional torts, negligence and nuisance. Additional categories or subcategories are recognized in some countries. Some torts are strict liability torts, in that the plaintiff may recover by showing only that the wrong took place, and that the defendant committed the wrong - there is no need to show the defendant's state of mind or that the defendant breached a duty of due care." The main idea of tort law is not that an individually behaved badly, or wrongfully, but that a wrong was actually committed. Under tort laws, victims can spread some of the costs to others in the form of insurance. Therefore, insurance and tort laws are, in a sense, interrelated. In this day and age, lawsuits and judgements are highly possiblea and most individuals realize that they can find themselves involved in one, whether as a victim or as the accused, or guilty, party. Coleman explains the difference between fault and strict liability in tort law: Just as harm without wrong is no tort, wrongs without harms are typically not torts either. Suppose for a moment that every motorist has a duty to exercise reasonable care in driving his or her car, and that the intended beneficiaries of the duty include all the pedestrians and other drivers who Tort Liabilities 4 might be put at risk by one's failure to drive with adequate care. Now imagine two people who drive recklessly and in so doing breach the duty we suppose they have, but that one motorist causes damage whereas the other escapes injuring anyone. By hypothesis, both have breached a duty to those whose security is put at risk, and in doing so both have committed wrongs. Only one driver harms someone as a result of the wrongs he commits and thus only he subjects himself to tort liability. So torts require both wrong and, in most cases, harm. A notable exception to the harm requirement is the case in which

Importance of Decision Making in Risk Management Essay

Importance of Decision Making in Risk Management - Essay Example The major social responsibilities are to defend the environment, uphold the safety of employees, and to make sure the products are safe and not dangerous for the customers. When making choice, these three social everyday jobs ought to be kept in mind. Environmental defense and conservation is a big concern for organizations. Numerous groups of populace have an interest in financial or in the presentation of a business, these dissimilar groups are recognized as stakeholders. Stakeholder scrutiny is important for winning implementation of projects and planned activities within any organization. Analyzing stakeholders is significant in order to appreciate them. Moreover, stakeholders are people who have an interest in a gainful unit. These can comprise the owners, employees, clientele, suppliers, and the government. Everyone plays a significant role in the completion and achievement of the strategy. The central focus of an organization's culture has developed approximately the organization's values. Organizational values are influential influences that differentiate one firm from another. Organizational values, a main measurement of the organizational culture, define the standards that direct the external and interior integration of organizations. In general, low levels of promise are thought to be dysfunctional to together the organization plus the individual. For the majority organizati... This shift involves together personal and organizational alteration. Creating a value driven organization can lead to numerous helpful rewards. How one adapts to the values can help for the ordinary good of society. E) Addressing objections, Social everyday jobs ought to be at the top of the list of organization plus the like. Concerns regarding the activities plus practices of large and influential private business that wield enormous financial resources and have significant financial, political, and social belongings in the U.S. and abroad is a major responsibility issue. F) Resolution implementation Management recounts the decisions plus actions of their employees to the targets that they are satisfying. Quite a few factors are involved by means of the implementation. The factors relate to the human, technological and monetary resources that are all separately of getting the job done (Rodewald 1987). Managers require the help of employees who labor and split the need to attain an organization's goals. Conclusion No doubt, this paper applied six ethical decision-making steps towards the communal everyday jobs of organizations. The six moral decision-making steps are as pursue: Issue clarification, Stakeholder analysis, Values identification, Issue resolution, Addressing objections, as well as Resolution implementation. No doubt, social liability is dangerous for organization's to do well ethically and to be seen as good business citizens. Positive impacts on civilization are an integral part of any trade. Businesses have to accommodate stakeholders throughout its process and activities. Work Cited Capozzoli, T.K. (1995). Conflict Resolution- a key ingredient

Fashion photography and lens based images Essay

Fashion photography and lens based images - Essay Example The essay "Fashion photography and lens based images" analyzes the photography in fashion. Compared to other forms of photography, commercial photography is generally carried out by a photographer in order to sell the images. This stands in contrast to art based photography that is more aesthetic in character. Commercial photography in itself has diversified into a number of different applications that involve retail, wholesale and professional uses. Images are a powerful method of moving ideas from one person or situation to a wider audience. One of the more prominent features of images is their ability to carry the same idea to a wider audience. For this reason commercial photography has been used widely for advertising various kinds of themes and ideas. Perhaps one of the more distinguished forms of commercial photography in use for distributing ideas to the wider audience is fashion photography. Companies dealing with fashion products require for their products to be shown to the wider audience. Photography represents one of the easiest methods to move such ideas across the manufacturing table to the audience that actually wants to buy the product. However, unlike other forms of advertisements mired in photography, fashion photography tends to differ in more than one respect. One of the more prominent differentiation between fashion photography and other forms of advertising photography is the use of human models in order to provoke want. The primary focus of fashion photography.

Without Assignment Example | Topics and Well Written Essays - 750 words

Without - Assignment Example These new policies drained the reserves but were instrumental in activating the lender of last resort policy. Compare the Feds response in the 2007–2009 financial crisis to its response to the economic downturn of the 1930s, and how its actions in 2008 helped prevent a repeat of the earlier economic downturn. (5 points) The two crises are very similar, the cost of housing shot up in the 2007 – 2009 crises and the cost of gold had shot up in the downturn of the 1930s. Roosevelt’s New deal policy was just like the bailout that happened recently. The bailout helped the economy regain its stability and also catered for the causes of the crisis. As such, there would be no repeat of the same. Your brother knows you are taking a class in money and financial institutions and shows you the yield curves for December 4 and December 7, 2007. He asks you what might explain the shift in the curve between these two dates. What do you tell him? (5 points) Discuss the relationship between consumption growth and the returns to NASDAQ. What impact does this have on the AE curve? Using this, what do you think happened to real GDP from 1991 to 2000? (5 points) Consumption growth leads to an increase of return for NASDAQ. This causes a rise on the AE curve due to the increased productivity of the population and the need for more in consumption. The real GDP has had a constant growth over the decade running from 1991 to 2000. In the 1990s, Japan suffered what is called a â€Å"lost decade† of economic growth. In 2007–2009, the United States suffered through the worst recession since the Great Depression. Compare the causes and impact of each of these two countries experiences. (10 points) The experiences were caused by the bubble collapse, in asset price for Japan and housing for the United States. In both cases, thee was investment in the too big to fail institutions and their losses led to crises. There were

Cola Wars Essay Example | Topics and Well Written Essays - 1500 words

Cola Wars - Essay Example Coca-Cola intensified its marketing effort from 74 million dollars to 1818 million dollars in a span of 4 years (1980-1984). Pepsi, on the other hand, also intensified its advertising from 66 million dollars to 125 million dollars during the same period. Another change in management style is the introduction of new products. Coca-Cola introduced eleven new products and Pepsi introduced thirteen new products. The two also increased their types of packaging sizes and they offered more than ten major brands. Another change in management of the two bodies is seen in the two venturing into new business areas, for instance, Coca-Cola has expanded to North America, Europe, and Asia. The Pepsi challenge in Dallas saw Pepsi eroding coke’s market, this in turn had Coca-Cola obtaining flexibility by having the franchising bottle contract approved and this boosted it past Pepsi maintaining the lead (Yoffie, 2004). There have been changes in the carbonated soft drink environment. For insta nce, the growth rate of the market size was predicted to decelerate. This is due to the cropping up of other non-alcoholic sectors: coffee, tea, energy drinks, bottled water, and sports drinks. This has caused market prices stagnation. Growth rate is decelerating due to the saturation of the market. This has made the soft drink companies look for alternative markets like bottled water, sports drinks, snacks and confections. Looking at the financial statements of the two bodies, it is clear the industry competition is high but the growth is stunted. Expanding of product lines have although kept their quick ratios inside a reasonable range. The sales and income trend is seen to be stagnant. Varying societal alarms, attitudes,... There have been changes in the carbonated soft drink environment. The growth rate of the market size was predicted to decelerate. This is due to the cropping up of other non-alcoholic sectors: coffee, tea, energy drinks, bottled water, and sports drinks. This has caused market prices stagnation. The growth rate is decelerating due to the saturation of the market. This has made the soft drink companies look for alternative markets like bottled water, sports drinks, snacks, and confections. Looking at the financial statements of the two bodies, it is clear the industry competition is high but the growth is stunted. Expanding of product lines have although kept their quick ratios inside a reasonable range. The sales and income trend is seen to be stagnant. Varying societal alarms, attitudes, and lifestyles are significant trends that are affecting the industry. Individuals are becoming more cognizant of their health - rise in obesity, not active lifestyles are a potential threat to the industry. Much of the success of these two companies can be attributed to them having an attitude that is progressive to the current competitive environment. In addition, their ability to adapt new technologies in production, packaging, and distribution gives them the opportunity to cater to the needs of the consumers more precisely and immediately than before. They do this in a way that they can still keep up with the market that is changing and the changing trends and maintain the capability to fine-tune with the changing market.

Mongolia Tourism Article Essay Example | Topics and Well Written Essays - 1250 words

Mongolia Tourism Article - Essay Example The outcomes of the study were utilized in making recommendations to the Mongolian tourism authority on efficient targeting of its international tourism market and improvement of tourism services in the country. 2. A number of factors have influenced the growth of international tourism in Mongolia. The collapse of the eastern European communism system, poor economic conditions, forest fires and adverse weather conditions made international tourism in Mongolia to deteriorate between 1990 and 1997. Business activities brought tourists from China and Russia Federation across Mongolia and this led to a sharp improvement in Mongolian international tourism in 1998. Other factors that improved tourism in Mongolia include favorable visa regulations that enabled tourists to get visas at the Mongolian border. The National Tourism Board that was promulgated in 1995 helped market Mongolia as a favorable tourism destination. Businesspeople from Korea and Japan who worked in Mongolia spread news back in their home countries about Mongolia. The internet helped raise awareness about Mongolia, increased accessibility to travel advertising and reservations and made them less costly. The good impression that Mongolia created in its early Japanese and Korean visitors was another factor in the improvement of tourism in the country (Yu & Goulden, 2006). 3. Cognitive dimension is one of the constructs through which tourism satisfaction can be viewed. The dimension entails tourists’ experience with services. Tourists’ reaction to service performance is captured in the affective dimension of tourism. Systemic dimension of tourism articulates the disparity between the services that tourists expect and things that they get while on the ground. The cross-cultural dimensions of tourism emphasize the impact that cultural difference has on tourists’ perception of service delivery and quality. The dimension reckons that the difference between the