Hawaiian Sugar Plantation essays

Hawaiian Sugar Plantation articles During the 1890s, ranch proprietors conceived an arrangement to utilize and keep up their modest work. Early workers comprised of primarily Japanese and Chinese cause. Dread of strikes from Japanese workers happening and running their arrangement to proceed with the modest work to the ground made directors select different specialists from different nations. At the point when the provisional work framework was ended, the Hawaiian Sugar Planters Association composed approaches to keep compensation low. One way they established their arrangement was to shape wage-fixing understanding between the estates. Indeed, even with laws and limitations conflicting with migration of more individuals from different nations, the affiliation just turned to different wellsprings of lawful work.. They discover laborers from different nations like Philippines and Korea. At the point when strikes broke out, it was settled, for example, the 1920 strike in Oahu. Various methodologies were ad libbed and we re kept up for a while to keep compensation low, yet the productivity wore out as various endeavors were made by workers to counter hit with their methods of reprisal. Many sugar estate workers were predominantly from China and Japan (Takaki, 25). Chinese and Japanese specialists were put on the estate together to stage off the chance of questions or hits with manor proprietors. The main strategy they utilized was joining Chinese workers with Japanese workers, controlling a specific proportion of 2/third between the Chinese and Japanese (Takaki, 26). Their theory was that the fight or debates between the two races would involve them enough to keep them from causing a resistance upon the proprietors. Their arrangement to utilize Chinese to weaken the Japanese populace on the field was shot down after the extension of Hawaii to The United States Of America. Chinese outsiders were not permitted in light of the fact that movement laws. Instead of the Chinese, Koreans were gotten with the thought that they had animosity toward Japanese. Korean specialists began to... <!

Government and Politics - The War in Iraq and the Bush Administration E

The War in Iraq and the Bush Administration My incredible, however colonialist country is at war once more. Furthermore, it's the most smoking unscripted television program at any point imagined! I think that its intriguing that protestors in Chicago walked on the home of the promotion executive answerable for the new Armed force of One crusade. The individuals in the city, or in the avenues just like the case here, realize how bogus that message is and they're assuming control over issues. In Bosses of War, Bob Dylan endeavored to put a face on the foe nearby. Today, in this season of moment and frequently remote correspondence, we not just have the face, we have all the digits that go with that face and the capacity to coordinate a lobbyist development at this focus inside hours, if not minutes. Welcome to the hyperlinked Internet Age, a period of genuineness and sharing for the benefit of all. I have CNN on in the other room and every once in a while I want to perceive what they are engaging the watchers with. Blasts! Blasts make for extraordinary TV, as Hollywood keeps on demonstrating. The other thing CNN, MSNBC, FOX, and CNBC are overpowering...

Khan Academy and BELL team up to help kids code

Khan Academy and BELL team up to help kids code Guest post from Michael Sikora, Director of Communications at BELL (Building Educated Leaders for Life)“Pick two:  Sculpture, Drawing, Team Sports, Coding, Improv Comedy, Drama, Film Appreciation.”When the time came for Paolo to select the enrichment activities he wanted to participate in this summer, the opportunity to take a coding class jumped out at him.“I didn’t really know anything about coding before this summer,” said Paolo. “But I wanted to try it out because I wanted to know how people made video games.”Along with his peers at Davidson Middle School in San Rafael, California, Paolo learned some of the basics of computer programming as part of his summer learning experience thanks to a collaboration between BELL (Building Educated Leaders for Life) and Khan Academy. This was the first summer that students â€" or, “scholars” as they are recognized in BELL’s programs â€" encountered Khan Academy’s free coding course, Intro to JavaScript, as a summer elec tive.  The two nonprofit organizations are also expanding individualized learning opportunities for scholars through Khan Academy’s free math resources, based on scholars’ individual needs identified by the results of the pre-program computer adaptive assessments.Here’s how it all works:  the school leaders and teachers who deliver BELL’s summer learning programs for scholars in grades K-8 can choose to integrate the free Khan Academy math and coding resources into their summer learning plans, based on variables such as scholar needs and technology access.  BELL provides training, instructor guides and resources (such as primers, video tutorials, and sample reports) and ongoing coaching via email and webinars. Teachers, scholars, and parents can all access the math and coding resources, and continue using them after the summer program concludes. In fact, at a site visit at Davidson, Emily Radwin, BELL’s Learning and Assessment Systems specialist, was able to hear from b oth scholars and staff that many scholars were choosing to work on coding projects at home and on the weekends.The Khan Academy coding curriculum also allows scholars to work collaboratively in pairs, and has opportunities for scholars to have “free time” and use what they’ve learned to work on free-form coding projects.“One of the most rewarding things for me is to see the class so engaged by the curriculum,” said Anne Carmin, a teacher at the Davidson Middle School. “Scholars are excited to be here.”You read that correctly: the opportunity to learn about computer programming, while also honing their academic skills, motivates scholars and makes them excited to spend a big part of their summer â€" five weeks, five days per week, six hours per day - at school. “I like that we get to try out new things each day,” said Hendy.  One of his favorite activities was creating clouds with his newfound coding skills.  Jossie agreed.  â€œI like that we get to try new thing s here at BELL. When I started with coding, I didn’t know anything about the subject.  I started asking for help, and now I really like it.”Read more about the summer learning scene in San Rafael in this article by the Marin Independent Journal, and learn more about how the math and coding activities work in BELL’s summer learning programs.  Have you used Khan Academy’s Intro to JavaScript curriculum? Tell us your story in the comments below!

Age Discrimination and Mandatory Retirement - 3100 Words

Age Discrimination and Mandatory Retirement - Joyce Cook The mandatory retirement age controversy should be re-examined and redefined further. Baby boomers are very different from their predecessors; they are living longer, maintain lifestyles that are more active and are generally better able to continue working than in the past. The real challenge is the reality of how the insufficient number of young people will fill the vacancies left by the aging workforce. Mandatory retirement may be unavoidable, as older workers are forced from the work field to create more vacancies for new younger employees. According to most seniors, it is an unfair practice and does not take into account if the person wants to retire; it also does†¦show more content†¦In addition, to accommodate the changing abilities of older workers, employers need to re-design the job as well. Instead of having to hire new younger workers who are not as skilled or trained in the job, there is a chance it would benefit employers to accommodate older worker s’ needs. Functionality and not chronological age must become the prime criteria in all employment practices. As baby boomers exit the work force, letting people work longer could help to curb a predicted skilled and experienced labor shortage in many occupations. Employers need to revise human resource plans to reflect the possibility of more employees working past their previously expected retirement date as well as change testing and performance evaluations to reflect the reality of an aging workforce. Organizations need to develop programs to maximize the contributions of older workers, particularly in the areas of adult learning and flexible work arrangements; it may encourage older workers who wish to continue working. Labor force participation rates of older ages has been on the rise slightly since 1970 and is projected to rise more in the coming years. Couple slow labor force growth with an aging population and it poses serious economic and fiscal challenges t o America in the 21st century. Policies that encourage those older workers who want to continue doing so thatShow MoreRelatedMandatory Retirement Essay examples1379 Words   |  6 PagesMandatory retirement is perhaps a necessary evil; as older employees are forced out of the work force, it creates space for new, younger employees. Mandatory retirement is a form of age discrimination, it forces a person to retire because they are a certain age; it does not take into account if that person wants to retire. It also does not take into account the financial standing of the individual, or if they are physically or mentally still capable of doing the job. Although mandatory retirementRead MoreAge Discrimination Essay 91437 Words   |  6 Pagesdecisions. Manifestations of age discrimination can be subtle or blatant. Typical actions might include refusing to hire or promote older workers, curtailing their employee benefits, limiting their training opportunities or limiting their job responsibilities and duties. Older workers may be targeted in reductions of the work force; they may be encouraged to retire. Exit incentive programs may deny valuable additional benefits to an older worker and early retirement incentives may pressure olderRead MoreDiscrimination Against Older Workers During The Labor Market Across Canada1762 Words   |  8 PagesDiscrimination against older workers is one of the forbidden grounds of discrimination in the labour market across Canada. Age discrimination affects an older adult’s career, advancements, opportunities, and privileges in the labour market. Furthermore, older adults tend to be marginalize d, institutionalized, and stripped of responsibility, power, and their dignity (Nelson 208). The Canadian population is aging rapidly and that changes in the population age structure have led to considerable discussionRead MoreThe Topic Of Age Discrimination1522 Words   |  7 PagesIntroduction: The topic of age discrimination. Age discrimination is prohibited by the United States government under the Age Discrimination in Employment Act of 1967 which was put into place to protect workers over the age of forty. Under this acactin is illegal to show any form of discrimination towards workers over the age of forty, including unfavorable treatment in the hiring decisions made by employers. This essentially means that of two prospective employees who possess the same qualificationsRead MoreAge Discrimination On The Workforce1103 Words   |  5 PagesAge discrimination in the workforce is a major issue in Today’s society. Although this is hardly ever mentioned, it is a concern that affects the aging population and their work performance. Those who are of old age are often not given a chance and looked down on. They are thought of as being mentally and physically in decline, less adaptable, unwilling to be trained, and costly to the organization. The elderly are considered â€Å"slow workers.† They are often forced to work extra hard to prove to theirRead MoreEssay on Ageism: A Constant Disregard in Society1714 Words   |  7 Pagesembracing this negative mentality that discrimination arises. Ageism, as defined by Oxford dictionary, is â€Å"prejudice or discrimination on the grounds of age,† and generally, in society, is thought of as discrimination against elders more so than child ren. This differs from other forms of discrimination such as racism, or sexism, because ageing is an inevitable part of life, and therefore everyone will be discriminated against in time. In present-day society, old age is commonly feared, and often timesRead MoreThe Age Discrimination Act Was Signed By President Lyndon B. Johnson1518 Words   |  7 Pages The age discrimination act was signed by President Lyndon B. Johnson in 1967. The purpose of this act is to promote the employment of older persons based on their ability to perform the work required rather than their age. The original legislation of the act protected people from ages 40 to 65. In 1978, congress decided to pass an amendment that raised the age ceiling to 70 from 65 and then on January 1st, 1987 the age cap was lifted completely. (Thomas K. 2007) The organizations that’re exemptRead MoreThe Impact Of Social Work On The Elderly1684 Words   |  7 Pagesand difficulties in life that include poverty, discrimination, abuse, physical illness, death, disability, unemployment, depression, addiction, mental illness and many more (Helpstartshere, 2015). Social work in the long term care has a history in the provision of care for persons in the long term care. The elderly are within personal care homes, chronic facilities and rehabilitation centres. The pension system has three stages that are the Old Age Security and the Guaranteed Income SupplementRead MoreEssay about Age Discrimination in the Workplace1839 Words   |  8 PagesAge Discrimination in the Workplace Harold had been with the company going on forty-five years. There was no doubt that his contributions over the past few decades helped the once intimate business flourish into an international corporation. As his sixty-fifth birthday rolled around, Harold was greeted with a staff party and a mandatory retirement notice that was effective two weeks from that date. Harold was stunned, inasmuch as he had no intentions whatsoever to leave his position with the company;Read MoreBenefits Of A Qualified And Nonqualified Retirement Plan Essay1795 Words   |  8 PagesThis discourse will attempt to discuss the concepts of what an executive is, what the difference between a qualified and nonqualified retirement plan is, the three objectives of a nonqualified plan: ERISA, funding status, and mandatory retirement age, as well as, nonqualified retirement plans of supplemental executive retirement plans (SERPs) and excess benefit plans Who Are Executives? â€Å"From a tax regulation perspective, the Internal Revenue Services (IRS) recognizes two groups of employees who

A Database For A Relational System - 865 Words

Database Normalization Srikanth Karra Instructor: Dr. Steven Case Southern New Hampshire University When we design a database for a relational system, the main objective in the development of a logical data model is to create an accurate representation of the data its relationship and constraints. The data should be split in different tables, which can then be joined together based on their relations with each other and the data found in each one of them. These tables should therefore be designed well to save on space and ensure that cases on data inconsistency are eliminated. Another aspect, which will be saved on, is space that is occupied by repetitive data. Normalization is the process that is used to remove redundancy†¦show more content†¦It is highly recommended by practitioners that all databases be designed to at most the third normal form as there’s little or no benefit designing to the higher normal forms. The type of activity or transactions to be performed against the database should determine how normalized this database will be to achieve the performance benefits. Importance of having a normalized database There are many advantages to normalizing databases. The first being the ability to minimize modification anomalies by reducing redundancy, maintain data consistency and protect data integrity. Data consistency is the act on ensuring that similar data does not appear in different tables or entries in the database. This is highly discouraged because inconsistency can result into a lot of losses in terms of space and time. It can be confusing and especially when updating the data which has multiple entries. A database should therefore be well designed to ensure that all the data is well documented and all inconsistency has been eliminated in the tables. Normalization is a process for evaluating and correcting tables to minimize the likelihood of data anomalies. Basically, normalization can help ensure the proper data is entered into any particular field by restricting what can be entered or stored in that particular field (Kroenke, 2006). The essence of data normalization is to split your data into several tables that will be connected to each other based on the data within them

School Law and Renewable Energy Technologies Free Essays

SUGGESTED ARGUMENTATIVE ESSAY THESIS STATEMENTS POWER AND THE INDIVIDUAL/SOCIETY 1- Same sex marriages should be legalized. 2- Same sex marriages should not be legalized. 3- The production and sale of cigarettes should be illegal. We will write a custom essay sample on School: Law and Renewable Energy Technologies or any similar topic only for you Order Now 4- The production and sale of cigarettes should not be illegal. 5- Military service should be compulsory. 6- Military service should not be compulsory. POWER AND NATIONS 1- Religion is the main cause of wars. 2- Religion does not cause wars. 3- Turkey should ban trade with China. 4- Turkey should not ban trade with China. – The most powerful nation on Earth is __________. POWER AND LAW ENFORCEMENT 1- Gambling should be legalized. 2- Gambling should not be legalized. 3- Juvenile offenders should be tried and punished as adults. 4- Juvenile offenders should not be tried and punished as adults. 5- Law enforcement cameras are an invasion of privacy. 6- Law enforcement cameras are not an invasion of privacy. 7- Convicted sex offenders should be exposed. 8- Convicted sex offenders should not be exposed. 9- Sex offenders should be castrated. 10- Sex offenders should not be castrated. 1- Intellectual property should be protected under the law. 12- Intellectual property should not be protected under the law. 13- Current intellectual property rights laws negatively impact the development of new technologies. POWER AND THE MEDIA 1- The Turkish media is biased. 2- The Turkish media is not biased. 3- File sharing programs should be banned. 4- File sharing programs should not be banned. 5- Social networking sites are a threat to personal privacy. 6- Social networking sites are not a threat to personal privacy. 7- The government should censor Internet content that is deemed inappropriate. – The government should not censor Internet content. 9- Advertisements are informative. 10- Advertisements are manipulative. 11- Censorship is a threat to democracy. 12- Censorship is a must. POWER AND THE ENVIRONMENT 1- Recycling should be mandatory. 2- Recycling should not be mandatory. 3- Governments should mandate the shift to biofuels. 4- Governments should not mandate the shift to biofuels. 5- Pesticides should be used in agriculture. 6- Pesticides should not be used in agriculture. 7- Governments should support sustainable agriculture. – Governments should not support sustainable agriculture. 9- Renewable energy technologies (wind energy, hydroelectricity, biomass, and solar power) should be stimulated by governments. 10- Renewable energy technologies (wind energy, hydroelectricity, biomass, and solar power) should not be stimulated by governments. POWER AND EDUCATION 1- Creationism/ evolution should be taught in schools. 2- Creationism/evolution should not be taught in schools. 3- Religious education should be mandatory. 4- Religious education should be optional. 5- Foreign language instruction should begin in kindergarten. – Foreign language instruction should not begin in kindergarten. 7- Sex education should be included in the secondary education curriculum. 8- Sex education should not be included in the secondary education curriculum. 9- Homeschooling is a better option to public schools. 10- Public schools are a better option t o homeschooling. 11- School uniforms should be mandatory. 12- School uniforms should not be mandatory. The following topics are banned!!! nuclear power plants globalization global warming animal testing death penalty euthanasia internet addiction genetically modified organisms [pic] How to cite School: Law and Renewable Energy Technologies, Essay examples

My Relationship with Time and Its Effect on Happiness

The question about my relationship to time and happiness, I feel totally confused. On the one hand, I agree that those who wake up early have a possibility to complete more things; however, on the other hand, those people who likes to go to bed later and to sleep more in the morning they just cannot be happy waking up in the early morning.Advertising We will write a custom essay sample on My Relationship with Time and Its Effect on Happiness specifically for you for only $16.05 $11/page Learn More Our lives consist of the present moments and chances that we should use. But, isn’t it the same if one gets up early, but goes to sleep also early and one sleeps in the morning but awake until the midnight or late? Both persons are able to accomplish the same range of things, being in a good mood and have a lot of energy. It is obvious that all people are different when it goes about the biological and diurnal rhythm. Therefore, I think that one can be h appy, satisfied and full of energy only in case if one lives according to one’s rhythm. Eventually, I think that it is necessary to use time correctly, to sleep well and to work in the most productive hours. In the article â€Å"Be Happier: Wake Up Earlier† Rubin says, â€Å"if I want to feel happy, calm, energetic, and mentally sharp, I must get enough sleep† (Rubin, â€Å"Be Happier: Wake Up Earlier†). Obviously, such statement is absolutely correct. However, I disagree with author when he talks about the advantage to get up early. Rubin says that he gets up at 6 am would like to do it at 5 am. I can conclude that his job includes the early working hours; therefore he can back home early and sleep. Such schedule is absolutely unacceptable for those who have the night shifts or works after lessons. Moreover, students usually spend more time studying and working even in case if they have to go to university in the morning. And it is wrong to insist that s uch schedule makes them unhappy. It is just the circumstances that require the particular rhythm. Also, Rubin asserts that to think about time is â€Å"one of the great challenges of a happiness project† (â€Å"Be Happier: Wake Up Earlier†). For Rubin, time is a master who can dictate the regulations. As for me, time is a worker that should be used in the most appropriate, adequate and effective way. Obviously, Rubin is right saying that the structure of our day reflects our interests, physical characteristics, temp of life and a field of activity. He emphasizes an importance of changing of a shift in order to make a day different. Eventually he concludes that only that schedule is right which is good for a particular person. In this position, I totally agree with Rubin. Sometimes it can be helpful to change day-schedule and rhythm. However, it is important to make sure that such change is good for one’s health and ability to work or study. For me, it is always hard to get up early. Although I have to study starting from the morning to accomplish a lot of work, I cannot compel myself to get up earlier and immediately. After all, it is the best moment when I can lie in a bed and think about all good moments that a new day will provide. However, it is better to get up fast and to prepare myself to university.Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More Hodgkinson say that from the early childhood parent starts a brainwashing process commanding children to get out from bed (2007, p. 2). On the one hand, such methods are helpful and teach children do not waste time. However, on the other hand, it can be bad for health if one needs to neglect one’s biological rhythm. Nevertheless, in case of pupils, parents do it right. Or how else they can convince their children do not be idle? Everyone should understand a real value of every second. Perhaps, such st atement sounds pathosly, it is absolutely true. A successful person knows how to allocate one’s time and how to use it in the most effective way. Obviously, it is impossible to be happy staying in a bed and simply being idle. Form my personal experience, I know that it is absolutely possible to change the rhythm according to my needs and working schedule. Although it may be complicated at the beginning, however, the eventual result is worth to subject one’s body to be under such pressure. Hodgkinson discusses about the historical attitude of people to sleep and idleness. Concluding that naturally people always behave in the same way, being lazy and idle, he suggest a great method for those who can hardly wake up early (2007, p. 4). He says that one should prepare a cup of coffee and set the alarm half an hour before one has to get up. When alarm triggers, one drinks coffee and goes to sleep again. After half an hour one will be awake due to the work of caffeine. I thin k that everyone should take this method into account. Obviously, not all of us can plane daily schedule according to the biological rhythm. Therefore, it is necessary to train body and mind to work in the concrete time needed for the work or study. Looking at the human life time, I agree with all statements that our life is worth to use every second with mind. Happy person is not the one who stays in bed all day long without any reason. Many times I heard how people complain about a lack of time. The cause of such situation is an idleness and unwillingness to get out from bed fast. However, it is also highly important to take into consideration that every person has one’s own biological rhythm that implies the most effective working hours. In case if one needs to work early or vice verse at night hours, it is possible to use some methods in order to train one’s body and mind. Evidentially, happiness is a deep essence that cannot be conditional by time only. However, th e discussion about happiness always involves the reflections about time. Every century dictates its rules and the distinctive feature of our century is a high speed of life. This situation should motivate everyone who wants to achieve the results and develop one’s life. Therefore, if one wants to be in time, it is necessary to use this time accordingly. Obviously, the correct and appropriate use of time is an important issue that can help everyone to be in a good mood, full of energy and ready to work hard in order to achieve the outstanding results, to be successful and respected person.Advertising We will write a custom essay sample on My Relationship with Time and Its Effect on Happiness specifically for you for only $16.05 $11/page Learn More Reference List Hodgkinson, T. (2007). How to be Idle: A Loafer’s Manifesto. US: HarperCollins. Rubin, G. (n.d.). Be Happier: Wake Up Earlier. Retrieved from https://psychcentral.com/ This essay on My Relationship with Time and Its Effect on Happiness was written and submitted by user Francisco Talley to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Definition and Examples of Paragraph Breaks in Prose

Definition and Examples of Paragraph Breaks in Prose A paragraph break is a single line space or an indentation (or both) marking the division between one paragraph and the next in a body of text. It is also known as a  par break. Paragraph breaks conventionally serve to signal the transition from one idea to another in a stretch of text, and from one speaker to another in an exchange of dialogue.  As Noah Lukeman observes in A Dash of Style, the paragraph break is one of the most crucial marks in the  punctuation  world. History Few readers would think of the  paragraph break  as a  punctuation mark, but it certainly is, says Lukeman: In ancient times there were no paragraphs- sentences simply flowed into one another without interruption- but over time text became segmented into paragraphs, first indicated by the letter C. During medieval times, the mark evolved into the paragraph symbol  [ ¶] (called a  pilcrow or a paraph) and eventually became the modern-day paragraph break, which is now indicated by only a line break and indentation. (By the  17th century, the  indented  paragraph had become  the standard paragraph break in Western  prose.) The indentation was originally inserted by early  printers so that they would have space for the large illuminated letters that used to herald paragraphs. Purpose Today, the paragraph break is used not for the convenience of printers but to give readers a break.  Paragraphs that are too long leave readers with dense blocks of text to wade through. To fully understand when to insert a paragraph break or paragraph breaks, its helpful to know that a  paragraph  is a group of closely related sentences  that  develop  a central idea. A paragraph conventionally begins on a new line. Paragraphs are generally two to five sentences- depending on the type of writing you are doing or context of your essay or story- but they can be longer or shorter. The art of creating paragraphs is called  paragraphing, the practice of dividing a  text  into  paragraphs. Paragraphing  is a kindness to your  reader because it divides your thinking into manageable bites, say  David Rosenwasser and Jill Stephen in Writing Analytically. They add, More frequent paragraphing provides readers with convenient resting points from which to relaunch themselves into your thinking. Paragraphs used to be longer, but with the advent of the internet, which gave readers access to literally millions of sources of information from which to choose, paragraphs have become increasingly briefer. The style for this website, for example, is to make paragraphs no more than two to three sentences. The Little Seagull Handbook, a grammar and style reference book widely used at many colleges, includes mostly two- to four-sentence paragraphs. Using Paragraph Breaks Correctly Purdue OWL, an online writing and style resource published by Purdue University, says you should start a new paragraph: When you begin a new idea or pointTo contrast information or ideasWhen your readers need a pauseWhen you are ending your introduction or starting your conclusion For example, a story published in the  New York Times  on July 7, 2018 (North Korea Criticizes ‘Gangster-Like’ U.S. Attitude After Talks With Mike Pompeo) covered a complex subject- high-level talks between U.S. and North Korean officials regarding the denuclearization of North Korea. Yet the story contained paragraphs that were no more than two or three sentences, each providing self-contained units of information and linked by transition terms. For example, the second paragraph of the article reads, Despite the criticism, North Korea’s Foreign Ministry said the country’s leader, Kim Jong-un, still wanted to build on the friendly relationship and trust forged with President Trump during their summit meeting in Singapore on June 12. The ministry said Mr. Kim had written a personal letter to Mr. Trump, reiterating that trust.​ And the third paragraph reads, The two sides have a history of veering between harsh talk and conciliation. Mr. Trump briefly called off the Singapore summit meeting over what he called North Korea’s open hostility, only to declare it back on after receiving what he called a very nice letter from Mr. Kim. Note how the first paragraph contains a self-contained information topic: that despite some kind of criticism (described in the opening paragraph of the article), there are two sides involved in denuclearization talks and at least one of the sides, North Korea, wants to retain friendly relations. The next paragraph is joined to the first with transition phrases- the  two sides and the letter- but it covers a totally different topic, the history of tense relations between the two sides. The paragraphs are also roughly equal in size- they are both two sentences long, while the first contains 52 words and the second is made up of 48. Breaking up the paragraphs in any other way would have been jarring to readers. The first paragraph clearly refers to the present situation between the two countries, while the second talks about their up-and-down history. Thoughts on Paragraph Breaks Paragraph breaks allow the writer to change the subject and give the readers eye a rest, says  John Foster, author of Writing Skills for Public Relations: Style and Technique for Mainstream and Social Media. He says that when the text moves from one point to another, that is the time for a paragraph break: However, much will depend on the style of the publication or document and on the column width. For news-style print jobs, using double or multicolumn format, paragraph breaks are usually needed after every second or third sentence- say about every 50 to 70 words. Foster says that for single-column reports, books, manuals, leaflets, and  brochures, it is usually better to have slightly longer paragraphs with perhaps four or five sentences. Much depends on the context, your audience, and the medium in which the work is published. If you remember that each paragraph should discuss one unified topic and that you should use a paragraph break before each new topic, your writing will flow and youll help the reader proceed through your writing in a logical fashion and without straining to get to the last line. Source Rosenwasser, David. Writing Analytically. Jill Stephen, 8th Edition, Cengage Learning, January 1, 2018.

Battle of Fredericksburg in the Civil War

Battle of Fredericksburg in the Civil War The Battle of Fredericksburg was was fought December 13, 1862, during the American Civil War (1861-1865) and saw Union forces suffer a bloody defeat. Having grown angry with Major General George B. McClellans unwillingness to pursue General Robert E. Lees Army of Northern Virginia after the Battle of Antietam, President Abraham Lincoln relieved him on November 5, 1862, and replaced him with Major General Ambrose Burnside two days later. A West Point graduate, Burnside had achieved some success earlier in the war campaigning in North Carolina and leading IX Corps. A Reluctant Commander Despite this, Burnside had misgivings about his ability to lead the Army of the Potomac. He had twice declined the command citing that he was unqualified and lacked experience. Lincoln had first approached him following McClellans defeat on the Peninsula in July and made a similar offer following Major General John Popes defeat at Second Manassas in August. Asked again that fall, he only accepted when Lincoln told him that McClellan would be replaced regardless and that the alternative was Major General Joseph Hooker whom Burnside intensely disliked.      Burnsides Plan Reluctantly assuming command, Burnside was pressured to undertake offensive operations by Lincoln and Union General-in-Chief Henry W. Halleck. Planning a late fall offensive, Burnside intended to move into Virginia and openly concentrate his army at Warrenton. From this position he would feint towards Culpeper Court House, Orange Court House, or Gordonsville before quickly marching southeast to Fredericksburg. Hoping to sidestep Lees army, Burnside planned to cross the Rappahannock River and advance on Richmond via the Richmond, Fredericksburg, and Potomac Railroad. Requiring speed and guile, Burnsides plan built upon some operations that McClellan had been contemplating at the time of his removal. The final plan was submitted to Halleck on November 9. Following a lengthy debate, it was approved by Lincoln five days later though the president was disappointed that the target was Richmond and not Lees army. Additionally, he cautioned that Burnside should move quickly as it was unlikely that Lee would hesitate to move against him. Moving out on November 15, the lead elements of the Army of the Potomac reached Falmouth, VA, opposite Fredericksburg, two days later having successfully stolen a march on Lee. Armies Commanders Union - Army of the Potomac Major General Ambrose E. Burnside100,007 men Confederates - Army of Northern Virginia General Robert E. Lee72,497 men Critical Delays This success was squandered when it was discovered that the pontoons needed to bridge the river had not arrived ahead of the army due to an administrative error. Major General Edwin V. Sumner, commanding the Right Grand Division (II Corps IX Corps), pressed Burnside for permission to ford the river to scatter the few Confederate defenders in Fredericksburg and occupy Maryes Heights west of the town. Burnside refused fearing that the fall rains would cause the river to rise and that Sumner would be cut off. Responding to Burnside, Lee initially anticipated having to make a stand behind the North Anna River to the south. This plan changed when he learned how slow Burnside was moving and he instead elected to march towards Fredericksburg. As the Union forces sat in Falmouth, Lieutenant General James Longstreets entire corps arrived by November 23 and began digging on the heights. While Longstreet established a commanding position,  Lt. General Thomas Stonewall Jacksons corps was en route from the Shenandoah Valley.   Opportunities Missed On November 25, the first pontoon bridges arrived, but Burnside refused to move, missing an opportunity to crush half of Lees army before the other half arrived. By the end of the month, when the remaining bridges arrived, Jacksons corps had reached Fredericksburg and assumed a position south of Longstreet. Finally, on December 11, Union engineers began building six pontoon bridges opposite Fredericksburg. Under fire from Confederate snipers, Burnside was forced to send landing parties across the river to clear out the town. Supported by artillery on Stafford Heights, the Union troops occupied Fredericksburg and looted the town. With the bridges completed, the bulk of Union forces began crossing the river and deploying for battle on December 11 and 12. Burnsides original plan for the battle called for the main attack to be executed to the south by Major General William B. Franklins Left Grand Division (I Corps VI Corps) against Jacksons position, with a smaller, supporting action against Maryes Heights. Held in the South Beginning at 8:30 AM on December 13, the assault was led by Major General George G. Meades division, supported by those of Brigadier Generals Abner Doubleday and John Gibbon. While initially hampered by heavy fog, the Union attack gained momentum around 10:00 AM when it was able to exploit a gap in Jacksons lines. Meades attack was eventually stopped by artillery fire, and around 1:30 PM a massive Confederate counterattack forced all three Union divisions to withdraw. To the north, the first assault on Maryes Heights had commenced at 11:00 AM and was led by the division of Major General William H. French. A Bloody Failure The approach to the heights required the attacking force to cross a 400-yard open plain which was divided by a drainage ditch. To cross the ditch, Union troops were forced to file in columns over two small bridges. As in the south, the fog prevented Union artillery on Stafford Heights from providing effective fire support. Moving forward, Frenchs men were repulsed with heavy casualties. Burnside repeated the attack with the divisions of Brigadier Generals Winfield Scott Hancock and Oliver O. Howard with the same results. With the battle going poorly on Franklins front, Burnside focused his attention on Maryes Heights. Reinforced by Major General George Picketts division, Longstreets position proved impenetrable. The attack was renewed at 3:30 PM when Brigadier General Charles Griffins division was sent forward and repulsed. Half an hour later, Brigadier General Andrew Humphreys  division charged with the same result. The battle concluded when Brigadier General George W. Gettys division attempted to attack the heights from the south with no success. All told, sixteen charges were made against the stone wall atop Maryes Heights, usually in brigade strength. Witnessing the carnage Gen. Lee commented, It is well that war is so terrible, or we should grow too fond of it. Aftermath One of the most one-sided battles of the Civil War, the Battle of Fredericksburg cost the Army of the Potomac 1,284 killed, 9,600 wounded, and 1,769 captured/missing. For the Confederates, casualties were 608 killed, 4,116 wounded, and 653 captured/missing. Of these only around 200 were suffered at Maryes Heights. As the battle ended, many Union troops, living and wounded, were forced to spend the freezing night of December 13/14 on the plain before the heights, pinned down by the Confederates. On the afternoon of the 14th, Burnside asked Lee for a truce to tend to his wounded which was granted. Having removed his men from the field, Burnside withdrew the army back across the river to Stafford Heights. The following month, Burnside strove to save his reputation by attempting to move north around Lees left flank. This plan bogged down when January rains reduced the roads to mud pits which prevented the army from moving. Dubbed the Mud March, the movement was cancelled. Burnside was replaced by Hooker on January 26, 1863.

Reaction to the video clipidea celebration 35 years Movie Review

Reaction to the video clipidea celebration 35 years - Movie Review Example Since then, access to education for the disable people has continued to expand, with the disabled people now able to access the highest level of education in the land, alongside their non-disabled counterparts. The 2004 amendment to the laws of education for disabled people have increased the achievements of the disabled people in the society, enabling them to hold jobs after their high school education. Thus, the environment for the disabled education has significantly improved. Giving education to the disabled has helped change previously considered uneducable children into citizens, and helped improve the sense of worth of the disabled people, by clearly showing that all minds are beautiful, whether those of the disabled or the non-disabled (Celebrating 35 Years of IDEA, n.p.). Before 1975, only a fifth of children with disability were educated, but still in secluded, segregated and distant sate institutions. Nevertheless, 35 years after the enactment of this Act, the group of peo ple who were considered uneducable is now highly valued group in the society, with an improved lifestyle. IDEA has made it possible for the disabled people to achieve much in the American

A Model of English for International Learners Research Paper

A Model of English for International Learners - Research Paper Example Aside from using the language to facilitate the learning process, it could be used to carry out other activities successfully. Such activities include businesses, social interactions, and official meetings. According to the statistics about the relationship between language and businesses that were carried out in 2005, it was found that the use of the English language led to successful businesses. Hence, the use of the language brings about a common understanding among individuals. There are several languages that could be used internationally: French, Portuguese, German, and English. However, English has been established as the most preferable international language. According to Mauranen (2003), in the learning of English as an international language there is a variety of models that could be used to study it. The models include native-speaker model, nativised model, globish model, and lingua Franca model. All these models assist in the learning of English as an international language. They have several strengths and weaknesses and are only suitable for a learner/teacher depending on the purpose one wants to achieve. Basing on individuals’ goals, the purposes for learning the English language are different. Nevertheless, many individuals purposely learn the English language to facilitate communication at an international level. Hence, the use of English assists in understanding the academic interests for the learners: it eases group discussions among the individuals who do not share a mother tongue and provide a common understanding among the learners. ... on for using English is that most of the people worldwide have developed an interest in learning it and this has led to giving it a status of lingua franca. Lingua Franca refers to a language that is spoken as a second or third language after a people’s mother tongue. It is also referred to as vehicular. The people speaking this language use it specifically for communication with the non-natives or the natives of that particular language. There are different advantages associated with using English as a lingua Franca. Many people around the world have embraced the use of English making it easier to communicate with people from different dialects. Hence, lingua franca is viewed as the most appropriate model for use in the learning of the English Language (Ellis, 2002). This is because it facilitates communication among individuals who are from different cultures and speak different mother tongues. Using English as a lingua franca assists in the understanding of other peopleâ₠¬â„¢s culture and the appreciation of it at the same time. People from different cultural backgrounds are able to learn about each other’s culture through communication which is facilitated by the use of a common language. Thus, the lingua franca model supports the use of English language for a common understanding among individuals. The learners/users of English around the world could use the lingua franca model to facilitate communication amongst themselves and other people who are not of the same dialect as theirs. This is applicable in all countries that use English as either a second or a third language. For instance, in a country like Vietnam, which is located southeast of Asia, English has been adopted as a language that is basically used to promote understanding amongst individuals. In

Guyana v. Suriname Analysis

Guyana v. Suriname Analysis Fay-Anne R. Herod CASE BRIEF THE VOTE: a unanimous vote by all five judges: H.E. Judge L. Dolliver M. Nelson President, Professor Thomas M. Franck, Dr. Kamal Hossain, Professor Ivan Shearer, and Professor Hans Smit. THE FACTS: Guyana gained independence from Great Britain May 26, 1966, and ratify the 1982 United Nations Convention on the Law of the Sea (UNCLOS) November 16, 1993. Suriname gained independence November 25, 1975, from the Netherlands and ratify the UNCLOS on July 9, 1998.[1] The Parties, Guyana and Suriname are situated on the northeast coast of the South American continent with their coastlines adjacent and meeting at or near the mouth of the Corentyne River.[2] In 1799 the land border between Suriname and Guyana was agreed to by colonial authorities to run along the west bank of the Corentyne River.[3] In 1936 a Mixed Boundary Commission fixed the northern end of the border at a particular point on the west bank of the Corentyne River, near the mouth, a point then referred to as Point 61 or the 1936 Point- the British and Dutch commission concluded that the maritime boundary in the territorial sea should be fixed at an azimuth of N10à ¯Ã‚ ¹Ã‚ ¾E from point 61 to the limit of the territorial sea.[4] Guyana advocates using the equidistance method for maritime delimitation after obtaining independence, which resulted in a line following an azimuth of N34à ¯Ã‚ ¹Ã‚ ¾ E, whereas Surinames position was that the maritime boundary was to follow the N10à ¯Ã‚ ¹Ã‚ ¾line. The area overlapping claims were about 31 600 km ².[5] In 1989, then presidents of both parties agreed that modalities for joint utilization of the border area should be established pending settlement of the border.[6] Furthermore, a 1989 agreement led to a 1991 Memorandum of Understanding Modalities for Treatment of the Offshore Area of Overlap between Guyana and Suriname (the 1991 MOU), if representatives of both governments would meet within 30 days to conclude discussions on the modalities for joint utilization of the disputed area.[7] The 1991 MOU was never implemented by Suriname, and the negotiations on joint utilization did not progress any further.[8] During MOU period, Guyana issued several concessions for oil exploration in the disputed area. In 1999, CGX Resources Incorporated (a Canadian oil and gas company that holds three licenses in the Guyana v. Suriname Basin) arranged for seismic testing to be performed over the entire concession area, involving exploratory drilling on the seabed, and the drilling plans became known to Suriname government. On May 11 31 2000, Suriname government, through diplomatic channels requested Guyana to cease all oil exploration activities in disputed area. On June 3, 2000, two Surinamese navy patrol boats approached CGXs oil rig and drill ships, the C.E. Thornton, and ordered the crew and ship to leave the area within 12 hours, otherwise, the consequences would be theirs.[9] PROCEDURAL HISTORY: On February 24, 2004, Guyana initiated arbitration proceedings by way of a Notification and Statement of Claim such; 1.) concerning the delimitation of its maritime boundary with Suriname, alleging breaches of international law by Suriname in disputed maritime territory Pursuant to Articles 286 and 287 of the 1982 United Nations Conventions on the Law of the Seas (the convention) and in accordance with Annex VII to the convention.[10] 2.) Claiming that the Parties are deemed to have accepted arbitration in accordance with Annex VII of the Convention by operation of Article 287(3); since neither Party had made a declaration pursuant to Article 287(1) of the Convention regarding their choice of compulsory procedures, and that neither Party had made a declaration in accordance with Article 298 regarding optional exceptions to the applicability of the compulsory procedures provided for in Section 2. And, 3.) Further, appointed Professor Thomas Franck as a member of the Arbitral Tribunal in accordance with Article 3(b) of Annex VII.[11] Hereinafter, on March 23, 2004 Suriname in its Notification under Annex VII, Article 3(c) of United Nations Convention on the Law of the Sea UNCLOS Regarding Appointment to the Arbitral Tribunal with Reservation, appointed Professor Hans Smit in accordance with Article 3(c) of Annex VII, but reserved its right to present its views about jurisdiction and any other preliminary matters to the full Arbitral Tribunal when in is constituted.[12] On June 15, 2004, by joint letter to the Secretary-General of the Permanent Court of Arbitration (PCA) the Parties noted that they had agreed to the appointment of the remaining three members of the Tribunal in accordance with Article 3(b) of Annex VIII.[13] LEGAL ISSUES AT STATE: there are two legal issue 1) whether claim of unlawful threat or use of force taken by Suriname is implicit in international laws, such actions not a law enforcement activity but a threat of use of force is in contravention of UNCLOS, the Charter of the United Nations and general international law; in international law force, may not be used in law enforcement activities provided such for is unavoidable, reasonable and necessary, reasonable and necessary. 2) and whether the claim that action breached international laws constituted a countermeasure precluding wrongfulness not accepted, countermeasures may not involve the use of force. APPLICABLE INTERNATIONAL LAWS: United Nations Convention on the Laws of the Seas (UNCLOS), adopted December 10, 1982, an international treaty to regulate the use of the worlds ocean areas, and all uses of the seas and all its resources.[14] 1. State Obligation under article 74(3) and 83(3) of the UNCLOS to make every effort to enter provisional arrangements; duty to negotiate in good faith; to make every effort to reach such agreements. And, 2. State Obligation under article 74(3) and 83(3) of UNCLOS to make every effort not to jeopardize or hamper the reaching of final agreement; unilateral activity that might affect the other partys rights in a permanent manner not permissible; distinction drawn between activities leading to a permanent physical change such as exploitation of oil and gas reserves, and those that do not, such as seismic exploration.[15] THE DECISION: the tribunal awarded declaratory relief, 1) declares that violations of the Convention have taken place, in certain circumstances, reparation in the form of satisfaction may be provided by a judicial declaration that there has been a violation of a right or an obligation. And, 2) declares that the parties violated their obligations under articles 74(3) and 83(3) of the Convention to make every effort to enter into provisional arrangements of a practical nature. Furthermore, the parties violated their obligations, also under articles 74(3) and 83(3) of the Convention, to make every effort not to jeopardize or hamper the reaching of a final delimitation agreement.[16] In addition, 3) jurisdiction holds it has competence to delimit, by the drawing of a single maritime boundary, the territorial sea, continental shelf, and exclusive economic zone appertaining to each of the parties in the waters where their claims to these maritime zones overlap; to consider and rule on Guyanas allegation that Suriname has engaged in the unlawful use or threat of force contrary to the Convention, the UN Charter, and general international law; and to consider and rule on the parties respective claims under articles 74(3) and 83(3) of the Convention relating to the obligation to make every effort to enter into provisional arrangements of a practical nature and the obligation not to jeopardise or hamper the reaching of a final agreement. REASONING: 1)The International Maritime Boundary between the parties is a series of geodetic lines joining the points in the order listed as set forth in the award; 2) the expulsion from the disputed area of the CGX oil rig and drill ship C.E. Thornton by Suriname on 3 June 2000 constituted a threat of the use of force in breach of the Convention, the UN Charter, and general international law; however, for a reason specified in the award, Guyanas request for an order precluding Suriname from making further threats of force and Guyanas claim for compensation are rejected; 3) both parties violated their obligation under articles 74(3), and 83(3) of the Convention to (first) make every effort to enter into provisional arrangements of a practical nature and to (second) do everything possible not to jeopardise or hamper the reaching of a final delimitation agreement; and claims inconsistent with award were rejected.[17] ANALYSIS Introduction For decades, neighboring countries have struggled to reach an amicable solution in resolving matters relating to the limitations of the High Seas, all parts of the sea that are not included in the territorial sea or in the internal waters of a state.[18]As well as the high seas freedoms such as navigation; overflight; fishing; to lay submarine cables and pipelines; to construct artificial islands, installations and structures; and scientific research.[19] Per Louis B. Sohn[20], et al., the first four freedoms are expressly mentioned in Article 2 of the 1958 High Sea Convention;[21] whereas the last two were added in Article 87(1) of the LOS Convention.[22] Particularly, matters of potentially very high capital gain. Another thing to remember is that conflicts and/or disputes with respect to the two major wars WWI and WWII were a direct result of unresolved matters that could not be solved by diplomatic negotiations. Conflicts arising from the highs seas are no different, especially w ith natural resources, not to mention resources such as oil, gas, and hydrocarbon. Factually, these commodities are in very high demand in relation to the economic stability of developed and even developing countries. Consequently, in the late 1960s the world was faced with a nightmare of conflicts over maritime rights.[23] Not only did different views arise between developed and developing countries, coastal and land-locked states, and large and small maritime powers, but also within those groups.[24] Scholars suggest that this, of course, breed its own problems and since the close of WWII and the end of European Empire, there have been a growing number of boundary disputes, particularly between states.[25] In other words, nothing can more epitomize this than the realm of upstream oil and gas developments, where particularly in recent times, glittering prices of $100 a barrel await those who can maximize their hydrocarbon production.[26] As time change, disputes became more and more challenging. In the twentieth century, the international law codification movement addressed both international and new law of the sea issues.[27] The League of Nations in 1930 and then the United Nations, UN in its 1958 and 1960 First and Second UN conferences on the Law of the Sea (UNCLOS 1 and UNCLOS 2) tried to solve the recurrent issue of the breadth of the territorial sea under the control of the coastal state, to no avail.[28] The only logical solution was the establishment of a new internationa l legal regime, a code of international law of the oceans. Therefore, the states arranged for the Third United Nations Law of the Sea conference (UNCLOS III) and over a period of nine years 1973-1982, [à ¢Ã¢â€š ¬Ã‚ ¦] the 1982 United Nations Convention on the Law of the Sea was birth and set out the rights and responsibilities of coastal states and other states.[29] The following paper will examine the tribunal decision, between the Republic of Guyana and the Republic of Suriname (Guyana v. Suriname, 2007) arbitral case, after hearing awarded September 17, 2007. But before the following paper seeks to explore the courts decision on Surinamese action which constituted a threat of the use of force, and the threat of the use of force was not justified on the first and second states obligations. It is important to point out from the outset that the decision is commendable and a progression, however, it did not provide clear guidance on its interpretations or what it meant by state practice. To analysis the decision, this paper is divided into three sections to examine the issues first, historical events up to arbitration; secondly, the tribunal decision on states first obligation and the reasoning in the international legal framework; and third, the court ruling on the second states obligation, logic and what it means for further disputes on interna tional laws. For concision, the following paper will consolidate its conclusion with a focus on the tribunal decision in general international law with associated cases. Historical events leading up arbitration Since the establishment of the UNCLOS, 1982, proponents of the law of the seas have noted that there are an increasing number of disputes being fuelled by the discovery of hydrocarbons on or near a claimed boundary line.[30] Per Roughton, indeed the United Nations noted in 2001 that 100 maritime boundary delimitations throughout the world still await some form of a resolution by peaceful means and by 2006, that figure had increased to some 220 potential maritime boundary disputes, which must exclude boundary disputes on land.[31] At that time, the tribunal had already awarded in the case of Barbados and Trinidad Tobago while at the International Court of Justice (ICJ), between Nicaragua and Honduras in the Caribbean Sea (Nicaragua v. Honduras), 2007 and Nicaragua and Columbia (Nicaragua v. Columbia) in December of the same year, on territorial sea and maritime delimitation disputes.[32] The evidence through documentation submitted to the tribunal for the dispute between Guyana v. Suriname, 2007, on the maritime boundary line proves that many factors are leading up to the dispute going back to colonization which has a direct link to the arbitration. But the most important factor is perhaps the economic factor. In this regard, the significance of oil and gas reserves should not be understated as in many disputed areas which often involve oil and natural gas resources.[33] Legal documentation pointed out the origin of the conflict between the parties stretch back to a 1799 border agreement and the inability, of the Dutch and British colonial authorities in the 1930s to define the boundaries between the parties with greater precision.[34] Following the independence of both states and the granting of offshore oil concessions in a disputed area of the sea, where the Corentyne River flows into the Atlantic Ocean, matters came to a halt in June 2000, specifically for sovere ignty over the territorial sea, Continental Shelf, and EEZ.[35] This is an interesting point to note, that prior as well, colonial authorities for the parties had agreed for the border to run along the west bank of the Corentyne River to enable the Netherlands (for Suriname) to exercise supervision of all traffic in the river. Additionally, in 1936 a Mixed Border Commission (agreement) between the parties fixed the northern end of the border at a particular point on the west bank, near the mouth of the Corentyne River. Taken together, during this time, this area is considered a disputed area (title belong to neither of the parties) yet they worked together and jointly shared the area. Since, the traffic during this time on the seas was mainly for navigating, transporting citizens between both countries, and fishing. Hence, from the early times when sailors and fishermen first ventured into the sea, two principles traditionally governed the law of the sea: the right of the coastal state to control a narrow strip along the coast and the freedoms of navigation and fishing in the high seas beyond the coastal area.[36] This comment supports the overall argument in this section that the parties interest at the time was navigating and fisheries, so peaceful arrangements were possible. However, a different approach ensued with the drilling company for possibly discovering oil, gas, and hydrocarbon. On the first obligation was there every effort made by both sides? Under UNCLOS with regards to the nature and the rights and obligations impose under international law for article 74(3) and 83(3) provides as follows, in sum pending agreement (of delimitation of the EEZ or Continental Shelf), the States involved, in a spirit of understanding and co-operation, shall make every effort to enter into provisional arrangements of a practical nature and during this transitional period, not to jeopardise (risk, endanger, expose) or hamper (hinder) the reaching of the final agreement. Such arrangements shall be without prejudice to the final delimitation.[37] All the same, the two duties of cooperation and mutual restraint imposed on states party to the UNCLOS in relation to disputed maritime delimitations, as per Roughton, for some time there was no clear view as to the form in which any such cooperation might be mandated beyond the anodyne statement, but that States are simply required to negotiate in good faith provisional arrangements of a practical nature.[38] This was to change from the Guyana v. Suriname case by what the UNCLOS meant in article 74(3) and 83(3), from the threat of the use of force by the Surname navy vessel against CGX resources undertaking exploratory work for Guyana which brought up the issue of sovereignty over the disputed area between the parties to be ruled on. The tribunal had to then consider the meaning and effects of article 74(3) and 83(3), so in its award/decision, it specified in its interpretation to that of both obligations simultaneously attempt to promote and limit activities in a disputed maritime area.[39] Which means in the first obligation is that pending a final delimitation, states parties are required to make every effort to enter provisional arrangements of a practical nature.[40] That is, in turn to pave the way for provisional utilization of disputed areas pending delimitation. Parallel through its expose of the first obligation the tribunal implied to encourage the equitable and efficient use of the resources of the seas natural resources claimed by more than one state, subject always to the objectives of the second obligation, such activities do not affect the reaching of a final agreement.[41] Additionally, the tribunal appeared to have in mind the encouragement of arrangements for the joint exploration and exploitation of maritime resources as between the parties. Hence, using the decision by the ICJ in the North Sea Continental Shelf Cases to interpret the extent of the obligation to cooperate with the pre-UNCLOS regime. In that regard, the tribunal referenced the (then) recent UK-Norwegian Continental Shelf Agreement, and found that where there are overlapping claims, joint exploitation agreements were particularly appropriate when it is a question of preserving the unity of deposit.[42] Noteworthy to mentioned, the parties have worked together without conflict up to 1990. By previous agreements as up to the attempt with the 1991 MOU which apparently if a representative of both governments would have met within the 30 days to conclude the discussion, but, Suriname never implemented, neither came forth to negotiate on joint utilization, which might have prevented this ar bitration. This supports the argument that the dispute was driven by the possibility of discovering and the production of oil, gas, and hydrocarbon in the disputed area. The tribunal decision did not provide a clear interpretation to the practice of States in interpreting first obligation and offered guidance as to what extent it considered there to be a developing trend of customary law.[43] For clarification, my understanding is perhaps within its language the tribunal was suggesting states to jointly share the exploitation and exploration of maritime boundaries if overlapping or in disputed areas. If so, is there a regulation to rights, limits, and responsibilities for states not signed to the UNCLOS with other signed states and where neither state is signed? Likewise, the production, and revenue from the oil, gas, and hydrocarbon pending delimitation. On the other hand, successful joint utilization as a memorandum of understanding between Cambodia and Thailand made on 18 June 2001 under which both parties consider that it is desirable to enter into a provisional arrangement of a practical nature in relation to their overlapping claims in the Gulf of Thailand: the allusion to Articles 74(3) and 83(3) could not be clearer neither party is contracting state under UNCLOS.[44] But for this to be acceptable and recognized as customary international law both parties must consider two elements; state practice and opiniojuris(not discussed in this paper) as was used and interpreted in the North Sea Continental Shelf case. However, per author Roughton joint development agreements have been concluded most famously between Malaysia and Thailand in 1990 and between Malaysia and Vietnam in 1992. As well as, the suite of an agreement entered by Australia with Indonesia and East Timor over the Timor Gap.[45] For the overall argument of this pape r is that a joint utilization in an international legal framework to solve such an issue should be taken up on a case-by-case basis. The language suggested by the tribunal should not pose a blanket of one-size fits all to resolve a disputed area conflict. Second state obligation: not to jeopardize or hamper the reaching of a final agreement The findings of the tribunal that both Guyana and Suriname violated their obligations under Articles 74(3) and 83(3) of UNCLOS, in its reasoning on the second obligation: state parties must during that period of make every effort à ¢Ã¢â€š ¬Ã‚ ¦. not to jeopardize or hamper the reaching of final agreement, it was not intended to freeze all exploratory activities in a disputed maritime area in the absence of a provisional arrangement. In this regard, it made a distinction between activities of the kind that lead to a permanent physical change in the marine environment and those that do not, such as seismic exploration: while the former class of activities could be undertaken only jointly or by agreement between the parties, because such actions could be perceived to, or may genuinely, prejudice the position of the other party in the delimitation dispute, thereby both hampering and jeopardizing the reaching of a final agreement; the latter class of activities in disputed waters would b e permissible.[46] Based upon these theoretical analyses, the tribunal found that Suriname failed in its duty under Articles 74(3) and 83(3) noting that Suriname did not send a representative to conclude discussions on modalities for joint utilization of the disputed area, as contemplated by the 1991 MOU; Suriname failed to respond to the draft of proposed Modalities for Treatment of the Offshore Area of Overlap between Guyana and Suriname submitted by Guyana in 1994.[47] Particularly, placing emphasis in the build-up to the CGX incident, In order to satisfy its obligation to make every effort to reach provisional arrangements, Suriname would have actively had to attempt to bring Guyana to the negotiating table, or, at a minimum, have accepted Guyanas last minute 2 June 2000 invitation and negotiated in good faith.[48] It notably could have insisted on the immediate cessation of CGXs exploratory drilling as a condition to participating in further talks.[49] In light of this, Suriname believed that Guya nas authorization of its concession holder to undertake exploratory drilling in disputed waters constituted a violation of its obligation, and if bilateral negotiations failed to resolve the issue, Suriname should resort to the remedy provided for in the options for peaceful settlement envisaged by Part XV and Annex VII of the Convention, instead of opting for resorting to self-help in threatening CGX Resources.[50] On the other hand, the Tribunal ruled that Guyana also violated its obligation to make every effort to enter provisional arrangements by its conduct leading up to the CGX incident, in that in a spirit of cooperation, informed Suriname directly of its plans, and the notification in the press by way of CGXs public announcements was not sufficient for Guyana to meet its obligation. Besides, Guyana should have sought to engage Suriname in discussions concerning the drilling at a much earlier stage.[51] Its 2 June 2000 invitation to Suriname to discuss the modalities of any drilling operations, although an attempt to defuse a tense situation, was also not sufficient to discharge Guyanas obligation under the LOS Convention.[52] Being a tense situation already stemming from Surinames lack of participation to implementation of the MOU agreement, the assumption is that the last minute efforts made matters worse. In this regard, the explanation by the tribunal in this section supports the over all argument of this paper. It points out clearly that the focus or driving force behind the arbitration is the development of the potential equity, that is the discovery by CGX Resources undertakings for Guyana in the disputed drilling for possibly oil, gas and hydrocarbon. Both parties failed in the spirit of cooperation and restrained in relation to articles 74(3) and 83(3) states obligations. Conclusion The evidence listed above has supported the argument of this paper by proving that the dispute between Guyana v. Suriname was driven by factors of economic interest. Both parties failed in its obligations as Suriname contended in its defense that the measures it undertook on 3 June 2000 were of the nature of reasonable and proportionate law enforcement measures to preclude unauthorized drilling in a disputed area. While Guyana failed its for authorizing CGX Resources to drill in disputed area and not providing Suriname with sufficient notice of drilling activities. Although in international law, force may be used in law enforcement activities, it is only if such force is unavoidable, reasonable and necessary. But, the action mounted by Suriname deemed more akin to a threat of military action rather than a mere law enforcement activity, therefore, constituted a threat of the use of force in contravention of the UNCLOS, the UN Charter, and general international law. Moreover, the tribunal emphasized that peaceful means of addressing Guyanas alleged breach of international law with respect to exploratory drilling were available to Suriname under the UNCLOS.[53] That is, a State faced with a such a dispute should resort to the compulsory procedures provided for in Section 2 of Part XV of the Convention, which provide, inter alia, where the urgency of the situation so requires, a State may request that ITLOS on prescribing provisional measures.[54] Above all, the tribunal provided clarification of the obligations to make every effort to enter provisional arrangements and not to jeopardize or hamper the reaching of a final delimitation agreement, and exert a significant influence on the mode of behavior of those states facing maritime delimitation disputes.[55] However, it did not provide guidance when referred to the practice of States in interpreting first obligation neither offered guidance as to what extent (if any) it considered there be a developing trend of customary international law.[56] For such as, if a boundary is fixed, but a reservoir straddling it exist, unitization is the pa

Week 4 Quiz

Week 4 Quiz 1. An example of a  secessionist minority  would be a. Native Americans. b. the Amish. c. Irish Catholics. d. Italian Americans. 2. The pattern of grandchildren of immigrants increasing their interest in their ethnicity is called a. ethnic pluralism. b. the principle of third generation interest. c. ancestor worship. d. the theory of bicultural immersion.    3. What is the  ethnicity paradox? a. The emphasis on ethnic foods and ethnically associated political associations instead of deeper ties. b. The maintenance of one’s ethnic ties in a way that can assist with one’s assimilation in larger society. c. The belief that one’s own culture is not as good as the dominant culture in society. d. The social acceptance of prejudice toward White ethnics.4. Members of which White ethnic group were placed in an internment camp in Montana during WWII? a. Japanese b. Italians c. Jews d. Irish5. Which two White ethnic groups found, upon immigrating to America, that their shared religion did not trump their cultural differences, to such a degree that clergy were imported from Europe?a. Germans and Irish b. Irish and Italians c. Jews and Italians d. Germans and Poles6. Which of the following would NOT be considered a White ethnic group? a. Jews b. Italians c. Chinese d. Swedes7. The 1962 Supreme Court decision  Engel v. Vitaleà ‚  ruled which of the following unconstitutional? a. Christmas displays in public schools b. school prayer c. certain religious activities in schools d. teaching creationism8. A large, organized religion that is not officially linked with the state or government is known as   Ã‚  Ã‚  Ã‚  Ã‚   a. n ecclesia. b. a denomination. c. a cult. d. a sect.9. Which of the following faiths has the largest membership in the United States? a. the Roman Catholic Church b. Jewish congregations c. Southern Baptist Convention d. the United Methodist Church10. Civil religion  describes a. governments run by the church. b. belief systems incorporating many religions, but no single one. c. courts restricting religious freedom. d. New Age faiths

Euthanasia And Physician Assisted Suicide - 1054 Words

Abstract: Euthanasia and physician assisted-suicide are terms used to describe the process in which a doctor of a sick or disabled individual engages in an activity which directly or indirectly leads to their death. This behavior is engaged by the healthcare provider based on their humanistic desire to end suffering and pain. This is an act that defies the oath each doctor is under and should not be treated lightly, and very strict rules and guidelines should be enforced if an individual decides to take this route with his or her life. Suicide is, by definition, an act you perform by yourself. If you ask a friend, family member or doctor to help you commit suicide, you immediately change the definition of suicide from a solitary act with†¦show more content†¦Legally, any doctor who writes out a prescription that he knows will be used for a suicide becomes an â€Å"accessory before the fact of homicide.† What this means is that the doctor is knowingly participating in a homicide because his actions will result in the death of another person. The same is true of a gun dealer who sells a pistol to someone he knows is about to commit suicide. The gun dealer is an accessory before the fact of homicide. The vast majority of terminally ill people have ample time and means to end their lives long before they become too incapacitated to need assistance from a doctor or anyone else. There are all kinds of internet websites and books in the public library about how to do it painlessly. Supporters of doctor-ass isted suicide know this, which is why they constantly point to a tiny minority of terminally ill people who are too sick to end their lives themselves. These people are most often within days of a natural death, and they have the right to refuse treatment and stop taking medicine at any time. By the way, physician-assisted suicide laws never apply to people too handicapped to commit suicide, such as Christopher Reeve or Terri Schiavo. (Anneser, Jox, Thurn, Domenico Borasio, 2016) These laws apply only to the terminally ill. Once such laws are in place, a physician can no longer tell a patient, â€Å"Where there’s life, there’s hope. We

Leadership Is Commonly Defined - Free Essay Example

Sample details Pages: 2 Words: 575 Downloads: 1 Date added: 2019/04/15 Category Literature Essay Level High school Tags: Lord of The Flies Essay Did you like this example? Leadership is commonly defined as somebody who inspires people, rather it be strong non-verbal communication or standing up for someone in their team. Leaders are important because without a leader youd be lost or misguided. With a leader youll have somebody to show you what to do and how to do it. Don’t waste time! Our writers will create an original "Leadership Is Commonly Defined" essay for you Create order Ralph and Jack are very different in their approach to leadership. Jack is impatient, strict, and harsh. Ralph on the other hand, is cooperative, patient, and less-harsh. Both leaders should be, in my opinion, strict which they both are but on varying levels. Ralph is the better leader of the two. Ralph took control of the situation on page 67, where they were unable to start a fire. The children on the island know that they need fire, but are unsure how to start one. Ralph has the idea of using Piggys glasses to ignite some flammable materials. Ralph is also very confident in his leadership and is sure of his ideas or orders. Ralph is fair as-well, he came up with the idea of using a conch shell for speeches. The conch rule is simple yet effective, whoever holds the conch is able to speak. Those who arent holding the conch dont speak. Ralph is outgoing and friendly, such as when he stood by Piggy instead of letting Piggy stand alone. He is able to recognize Piggy as being less-than able than the others. Ralph is also smart and responsible by giving Piggy his glasses back, when he could have kept them and started as many fires as he wanted too. Ralph displays his confidence by being able to speak fluently in-front of the other boys, and gets what he needs to say out. Tough, smart, and independant are words you could use to describe Ralph. He doesnt seek validation from his peers, instead they seek validation from him. Hes also able doubt others who are not as capable as him. Ralph has leadership qualities and knows he must order the others around for certain things, otherwise they will not be completed. To quote pg 52 we need shelters in case it rains which proves he has his priorities set and knows what he must do. He also has a natural talent in certain aspects of life such as when he got into the water he was already an experienced swimmer and appeared to belong there. The book says on pg 65 Ralph who slid into the water, of all the boys he was the most natural there. Ralph is a strong leader, he is able to communicate with the rest of the group very well to finish whatever task they need finished. He is also able to complete tasks on his own, instead of sitting back and letting everybody else do all the work. Jack on the other hand does not do his own work other than hunting. Jack didnt help build the huts even after Ralph asked him too. Leadership is the ability to lead and gather your followers to complete whatever task must be completed. Jack is a very tough, strict, and lazy leader who doesnt show professionalism when he should. Ralph is the opposite, he shows professionalism when he must, hes also tough and strict but hes not lazy. Hell tell somebody to do something and if they dont hell make sure the task is completed one way or another. Its evident that Ralph is the stronger leader in the novel.