Business and Society Case 1 Essay

Business and Society have a confused relationship. Associations make items or convey administrations with the objective of making a benefit. Individuals and social structures that people make together make up society. Organizations and society are of an intelligent framework. Business firms take an interest in constant associations or trades with its outer condition. Society and business make up an agreeable social framework where each other’s activities influence each other. In the partner hypothesis of the firm, all organizations have a reason to make an incentive for its differing partners. For these associations to stay, they should make a benefit for their proprietors and, likewise, organizations must comprehend and take all stakeholders’ interests, force, and partnerships into record and in this manner attempt to make various types of significant worth for their partners, regardless of whether for representatives, networks, or others. Organizations must perceive who the corporation’s advertise and nonmarket partners are. Each business firm has financial and social associations with society, regardless of whether they influence decidedly or contrarily; are proposed or unintended. Partners are the individuals who influence or are influenced by the firm, regardless of whether they have a market relationship or not. Frequently in light of numerous interests, the partners can actualize their monetary, political, and different powers in manners that can help or resist the association. Partners may act free or together to affect the organizations. Present day organizations built up a scope of complex, limit crossing offices that oversee of cooperations with partners and society. For example, Walmart hugy affects society and should adequately and proficiently manage partners interests. Various tremendous variables shape the connection among business and society. These incorporate changing cultural and moral desires, moving open desires and government approaches, quick paced worldwide economy, managing biolog ical concerns, and changing the transformational job of innovation and development. Corporate methodology needs to manage desires for all partners and even society itself. Application Points Section 1 Discussion Questions 1. The issue for this situation is basically that Disney had a dream of causing individuals to feel like they are â€Å"in another world† while they were in Disneyland. In spite of the fact that, this meddles with organizations coming into their domain and building moderate lodging for individuals who work inside the dividers of Disneyland. Disney eventually has the last say in the issue as a result of their persistent income stream for the city of Anaheim. This implies regardless of what Disney will get what it needs. 2. The pertinent market partners incorporate the workers, clients, providers, and lenders. The nonmarket partners incorporate the network, governments, and the overall population. 3. Partner interests a. Workers †have a progressively moderate lodging complex close to Disneyland (support SunCal’s plan) b. Clients †have a fabulous time and important time at Disneyland (no doubt apathetic regarding the circumstance, yet are influenced by implication) c. Providers †Ultimately make or lose cash outfitted on the accomplishment of Disneyland (don't bolster SunCal) d. Leasers †Also depend on Disney income stream (don't bolster SunCal) e. Network †The city of Anaheim benefits with Disneyland charge installments (don't bolster SunCal) f. Governments †Same as Community g. Overall population †advantage from Disneyland income (don't bolster SunCal) 4. The representatives clearly reserve the privilege to stop or keep away from working for Disneyland, the clients can decide to not go to the recreation center, the providers truly have no force seeing the Disneyland is no doubt their principle wellspring of income, and the loan bosses can decided to fund somewhere else. 6. The most ideal arrangement would be for SunCal to move their anticipated thought of building the reasonable lodging further away from directly nearby to Disneyland. The representatives would gladly consent to a moderate lodging that is a few miles away than living outside of the city and drive into work. Everybody at that point gets content with the circumstance from this basic arrangement.

How to Use the French Preposition ÃÂ

Instructions to Use the French Preposition Regardless of its little size,  is an enormously significant French relational word and one of the most significant words in the French language. Its implications and uses in French are numerous and changed, however at its most basic,â generallyâ means to, at or in. Compare  to de,â meaning of or from, with which its regularly confounded.  Contractions Whenâ â is followed by theâ definite articlesâ leâ andâ les,â â contractsâ with themas a solitary word. leâ â au (au magasin)  â lesâ auxâ (aux maisons) Butâ â does not contract withâ laâ orâ l.  â laâ â la ( la banque) lâ â l ( lhã'pital) In addition,â â is not contracted withâ leâ andâ lesâ when they areâ direct objects. Basic Uses of 1. Location or goal Jhabite Paris.  I live in Paris.Je vais Rome.  Im going to Rome.Je suis la banque.  Im at the bank. 2. Distance in time or space Jhabite 10 mã ¨tres de lui.  I live 10 meters from him.Il est 5 minutes de moi.  He is a little ways from me. 3. Point in time Nous arrivons 5h00.  We show up at 5:00.Il est mort 92 ans.  He passed on at 92 years old. 4. Manner, style, or trademark Il habite la franà §aise.  He lives in the French style.un enfant aux yeux bleusâ â blue-looked at youngster; kid with blue eyesfait la mainâ â made by handaller piedâ â to go on/by foot 5. Ownership un ami moiâ â a companion of mineCe livre est Jean  This is Jeans book 6. Measurement acheter au kiloâ â to purchase by the kilogrampayer la semaineâ â to pay continuously 7. Reason or use une tasse th㠩â â teacup; cup for teaun sac dosâ â backpack; pack for the back 8. In the inactive infinitive louerâ â for rentJe nai rien lire.  I have nothing to peruse.   9. With Certain Verbs, Phrases Followed by an Infinitive The French relational word is required after specific action words and expressions when they are trailed by an infinitive. The English interpretation may take an infinitive (to figure out how to accomplish something) or an ing word (to quit eating).   aider  â to help to  â â samuser  â to divert oneself ___-ingâ â â apprendre  â to figure out how toâ â â sapprã ªter  â to prepare toâ â â arriver  â to oversee/prevail in ___-ingâ â â sattendre  â to expect toâ â â sautoriser  â to approve/permit toâ â â avoir  â to need to/be obliged toâ â â chercher  â to endeavor toâ â â commencer  â to start to/___-ingâ â â consentir  â to assent toâ â â continuer  â to keep on/___-ingâ â â dã ©cider (quelquun)  â to convince (somebody) toâ â â se dã ©cider  â to make up ones psyche toâ â â encourager  â to urge to  â â sengager  â to get around toâ â â enseigner  â to instruct toâ â â shabituer  â to get utilized toâ â â hã ©siter  â to waver toâ â â sintã ©resser  â to be intrigued inâ â â inviter (quelquun)  â to welcome (somebody) toâ â â se mettre  â to start, set about ___-ingâ â â obliger  â to oblige toâ â â parvenir  â to prevail in ___-ingâ â â passer du temps  â â to invest energy ___-ingâ â â perdre du temps  â to sit around idly ___-ingâ â â persister  â to continue in ___-ing   se plaire  â to enjoy ___-ing  â â pousser (quelquun)  â to ask/push (somebody) to  â â se prã ©parer  â to set oneself up to  â â recommencer  â to start ___-ing againâ â â rã ©flã ©chir  â to consider ___-ing  â â renoncer  â to surrender ___-ing  â â rã ©sister  â to oppose ___-ingâ â â rã ©ussir  â to prevail in ___-ingâ â â rã ªver  â to dream of ___-ingâ â â servir  â to serve toâ â â songer  â to dream of ___-ingâ â â tarder  â to delay/be late in ___-ing  â â tenir  â to hold (somebody) to/demand ___-ingâ â â venir  â to happen to 10. With Verbs That Need an Indirect Objectâ The French relational word is required after many French action words and expressions that need an aberrant article, however there is frequently no identical relational word in English.  â â   acheter  â to purchase from  â â arracher  â â to get, tear away fromâ â â assister (la rã ©union)â â to join in (the gathering)  â â conseiller  â to exhort  â â convenir (quelquun)/la situationâ â to please; to be appropriate for somebody/the situationâ â â croire  â to accept somethingâ â â demander (quelque picked) (quelquun)â â to ask somebody (something)â â â dã ©fendre  â to preclude  â â demander (quelquun)â â to ask (somebody) to  â â dã ©plaire  â to disappoint; to be disappointing toâ â â dã ©sobã ©ir  â to ignore  â â dire  â to state; to tellâ â â donner un stylo (quelquun)â â to give (somebody) a penâ â â emprunter un livre (quelquun)â â to get a book from (someone)â â â envoyer (qqch) (quelquun)â â to send (something) to (somebody)  â â ã ªtre  â to have a place toâ â â faire consideration  â to focus toâ â â se fier (quelquun)â â to trust (someone)â à ¢ â goã »ter (quelque chose)â â to taste (something)â â â shabituer  â to get utilized toâ â â interdire (quelque picked) quelquunâ â to prohibit somebody (something)â â â sintã ©resser  â to be keen on  â â jouer  â to play (a game or sport)â â â manquer  â to miss someoneâ â â mã ªler  â to blend with; to join inâ â â nuire  â to harmâ â â obã ©ir  â to obeyâ â â sopposer  â to opposeâ â â ordonner  â to orderâ â â pardonner  â to pardon; to forgiveâ â â parler  â to talk toâ â â penser  â to consider/aboutâ â â permettre  â to permitâ â â plaire  â to please; to be satisfying toâ â â profiter  â to advantage; to be beneficial toâ â â promettre  â to promiseâ â â rã ©flã ©chir  â to consider; to reflect uponâ â â rã ©pondre  â to answerâ â â rã ©sister  â to resistâ â â ressembler  â to take after  â â rã ©ussir lexamenâ to pass the testâ â â serrer la primary (quelquun)â â to warmly greet someoneâ â â servir  â to be utilized for/asâ â â songer  â to dream; to think ofâ â â succã ©der  â to succeed; to followâ â â survivre  â to s urviveâ â â tã ©lã ©phoner  â to callâ â â voler (quelque picked) quelquunâ â to take (something) from somebody Notes Recall that in addition to a lifeless thing can be supplanted by the word intensifying pronoun y. For instance, je my suis habituà ©Ã‚  I became acclimated to it. also an individual can for the most part be supplanted by an aberrant item pronoun that is set before the action word (e.g., Il me parle). Be that as it may, a couple of action words and articulations don't permit a first roundabout item pronoun. Rather, they necessitate that you keep the relational word after the action word and tail it with a focused on pronoun (e.g., Je pense toi). Extra Resources Detached infinitive:â a linguistic structure in which some different option from an action word should be followed byâ â infinitive.

Book Riots Deals of the Day for February 15, 2020

Book Riot’s Deals of the Day for February 15, 2020 Sponsored by Random House. These deals were active as of this writing, but may expire soon, so get them while they’re hot! Todays  Featured Deals For Colored Girls Who Have Considered Politics by Donna Brazile, Yolanda Caraway, Minyon Moore, Leah D. Daughtry, Veronica Chambers for $2.99. Get it here,  or just click on the cover image below. Paperback Crush: The Totally Radical History of 80s and 90s Teen Fiction bv Gabrielle Moss for $2.99. Get it here,  or just click on the cover image below. Alex Eliza by Melissa de la Cruz for $1.99. Get it here,  or just click on the cover image below. Dusk or Dark or Dawn or  Day  by Seanan McGuire for $3.99. Get it here,  or just click on the cover image below. In Case You Missed Yesterdays Most Popular Deals Unbroken by  Laura Hillenbrand for for $2.99. Get it here,  or just click on the cover image below. The Cooking Gene  by Michael W. Twitty for $1.99. Get it here,  or just click on the cover image below. Previous Daily Deals That Are Still Active As Of This Writing (Get em While Theyre Hot!): A Duke by Default by Alyssa Cole for $1.99 Lady Killers by  Tori Telfer for $1.99 Symptoms of a Heartbreak by  Sona Charaipotra for $2.99 Pride, Prejudice, and Other Flavors by  Sonali Dev for $1.99 Get a Life, Chloe Brown by  Talia Hibbert for $2.99 The Wolf Gift by Anne Rice for $2.99 The Island of Sea Women by  Lisa See for $2.99 Mycroft Holmes by Kareem Abdul-Jabbar and Anna Waterhouse for $1.99 Sometimes I Lie by  Alice Feeney for $2.99 When: The Scientific Secrets of Perfect Timing by  Daniel H. Pink for $1.99 Little by  Edward Carey for $1.99 I Am Half-Sick of Shadows by  Alan Bradley for $1.99 The Right Swipe by  Alisha Rai for $1.99 Jade City by Fonda Lee for $2.99 The Hollow of Fear by  Sherry Thomas for $1.99 Her Royal Highness by  Rachel Hawkins for $1.99 Invisible by Stephen L. Carter for $3.99 The Vanished Bride by Bella Ellis for $1.99 Truly, Madly, Royally by Debbie Rigaud for $1.99 I’m Judging You by Luvvie Ajayi for $2.99 The Mysterious Affair at Styles by Agatha Christie for $2.99 The Deep by Rivers Solomon, Daveed Diggs, William Hutson, and Jonathan Snipes for $1.99 Half-Blood Blues by Esi Edugyan for $3.99 Eloquent Rage: A Black Feminist Discovers Her Superpower by Brittney C. Cooper for $3.99 A Girl Like That by Tanaz Bhathena  $2.99 The Diviners by Libba Bray for $2.99 Conversations with Myself by Nelson Mandela for $3.99 One Good Earl Deserves a Lover by Sarah McLean for $3.99 I Love You So Mochi by Sarah Kuhn for $1.99 Bring Up the Bodies by Hilary Mantel for $3.99 Tangerine by  Christine Mangan for $2.99 Wicked Saints by  Emily A. Duncan for $2.99 No One Is Coming to Save Us by Stephanie Powell Watts for $2.99 Monsoon Mansion by Cinelle Barnes  for $0.99 The Sellout by Paul Beatty for $3.99 I Am, I Am, I Am: Seventeen Brushes With Death by Maggie OFarrell for $4.99 The Burning Chambers by Kate Mosse for $2.99 Feel Free by Zadie Smith for $3.99 The Epic Crush of Genie Lo by F.C. Lee for $1.99 Burn Baby Burn by Meg Medina for $1.99 That Kind of Guy by Talia Hibbert for $3.99 The Awakened Kingdom by N.K. Jemisin for $2.99 Odd and the Frost Giants by Neil Gaiman for $3.99 Labyrinth Lost by Zoraida Cordova for $4.09 Once Ghosted, Twice Shy by Alyssa Cole for $1.99 Everythings Trash, But Its Okay  by Phoebe Robinson for $4.99 Tiny Pretty Things  by Sona Charaipotra and Dhonielle Clayton for $4.99 Nefertiti by Michelle Moran for $3.99 Instant Pot Obsession: The Ultimate Electric Pressure Cooker Cookbook for Cooking Everything Fast by Janet A. Zimmerman for $2.99 A Quiet Life in the Country by T E Kinsey for $1.99 The Duchess War by Courtney Milan for $4.99 Mangos and Mistletoe: A Foodie Holiday Novella by Adriana Herrera for $2.99 Guapa by Saleem Haddad for $1.99 The Unlikely Escape of Uriah Heep by H. G. Parry for $4.99 Empire of Sand by Tasha Suri for $4.99 Fatality in F (A Gethsemane Brown Mystery Book 4) by Alexia Gordon for $4.99 Reckless by Selena Montgomery for $3.99 Cant Escape Love by Alyssa Cole for $1.99 Brown Girl in the Ring by Nalo Hopkinson for $5.99 Ark by Veronica Roth for $1.99 Ten Women by Marcela Serrano for $3.99 The Price of Salt by Patricia Highsmith for $0.99 Ormeshadow by Priya Sharma for $3.99 Sisters of the Vast Black by Lina Rather for $3.99 Prophecy  by Ellen Oh for $2.99 Along for the Ride  by Mimi Grace for $2.99 Sign up for our Book Deals newsletter and get up to 80% off books you actually want to read.

Racial Segregation And Racial Discrimination - 1645 Words

Race has been a major line of American society since the colonies century playing a powerful role in the political system throughout United States government. The terminology race has been changed repeatedly throughout history. African American history of racial segregation created a clear view of how most racial minorities have been treated throughout history and views and differences amount racial majority. This paper primarily focus will be the treatment or experience racial minority faced throughout this historical revolution. African American are not the only racial minority who has been treated inequality or racial oppression, Chinese American and Native American but African American illustrates a direct view of racial inequality throughout history which is the reasons why this paper focuses on African American racial inequality. During the 1700s, African who was shipped to American were slaves. Slaves were served to white American to work on rice and sugar plantation. African were primarily located in the south, having to deal with the racial segregation of the southern state, passing law to separate people based on color. As Senator Barack Obama said, â€Å"In the late fifties and early sixties, a time when segregation was still the law of the land and opportunity was systematically constricted† (Obama, 2008). As a matter of fact, the term slavery was never discussed until 1808, It were doubtless to be wished, that the power of prohibiting the importation ofShow MoreRelatedRacial Segregation And Discrimination Of African Americans1501 Words   |  7 Pagesphysical composition. Although great strides have been made to enact laws that contest racial discrimination, there has been little progress for the discriminating factor immigrant. Events like the 1960 s which focused to end the racial segregation and discrimination of African Americans and enacted a legal precedence affirming legal protection of the each and every citizen regardless of color . While racial discrimination continues to divide us it has cleverly developed a new direction —the immigrantRead MoreThe Transition From Racial Segregation And Discrimination939 Words   |  4 Pagesviolence - through income inequality, exploitation and oppression. Governments need to carefully plan out economic policies to avoid a â€Å"second conflict†. This paper will examine South Africa as a case study to look at the transition from racial segregation and discrimination to economic isolation and marginalization. Actors that shape and influence this transitory phase include the World Bank, the IMF, local politicians, foreign investors and of course, the people. In post-conflict countries, the processRead MoreRacial Segregation And Racial Discrimination During The 1960 S1421 Words   |  6 Pagesto find better economic opportunities. Yet, when we have found them, instead of helping one another, we turned against each other. We were all humans until race disconnected us, religion divided us, gender separated us and wealth classifying us. Racial differences in America is more prominent now than ever. In fact, it would seem as if we are repeating history. During the 1960’s, there was the constant fight between police officers and African-Americans. However, now the conflict is not only betweenRead MoreEffects Of Racial Discrimination On The Civil Rights Movement1403 Words   |  6 Pagessignificance of Presidents in reducing racial discrimination during 1860-1970 we must first look at the impact each President had on the civil rights which will be measured by how they reduced racism through reports and legislation aiming towards African Americans (AA). Presidents were crucial in reducing racial discrimination because without the influence of national leaders it is impossible to understand how AA achieved integration and racial equality. Racial discrimination can be defined as being treatedRead More21st Century Segregation: Are We Still Divided by Race?1642 Words   |  7 Pages21st Century Segregation: Are We Still Divided by Race? Racial segregation was a concept that began in early history and is still prevalent in some societies today. It is often seen as a destructive forceful tactic of separating individuals based on their racial background. However, many new immigrants voluntarily choose to live in a segregated society. Segregation can be easily seen in certain communities where there is a concentration containing a particular racial group. The area where oneRead MoreBrown V. Board Of Education Of Kansas1160 Words   |  5 PagesIn 1954 the Supreme Court saw a case called Brown v. Board of Education of Kansas. This case was about segregation of public schools but before this was to be found unconstitutional, the school system in Kansas and all over the United States had segregated schools. For example, Topeka Kansas had 18 neighborhood schools for white children, but only 4 schools for African American children. (Brown v. Board of Education) Many people believe that the problem is no longer existent; however, many presentRead MoreThe Downfall Of The Black Experience1559 Words   |  7 Pagesconstraints that African Americans have faces in America. African Americans have suffered oppression through social institution through factors such as Segregation, Racial Crimination, and Mass incarnation. The constraint of segregation was a way of social, political, and economical control over African Americans. African Americans are usually a racial group that is associate with crime. Research and statistics has shown that African Americans are those that are majority incarnated in the United statesRead MoreThe Civil Disobedience Of African Americans1369 Words   |  6 Pagesslavery were finally broken, but the chain of discrimination still existed. Under racial segregation, colored people were not allowed to share public facilities and activities with white people. The Civil Rights Movement was then established with its goal to clear any segregation and discrimination against African Americans. In today’s society, discrimination has been banned, but a degree of segregation still exists in our community such as schools. Segregation has not yet ending. The civil disobedienceRead MoreHow Does Racial Worldview Affect Our Understanding Of The World?1248 Words   |  5 PagesResearch Paper Final Draft Name: Abdullah Mohammad Naseer-213152275 Section: UNI 123 (04D) Teacher: Aylin Yurdacan Date: 21.08.2015 Question: The author writes that the modern age has been defined by the â€Å"racial worldview† in what ways does racial worldview affect our understanding of the world? What negative consequences may it lead to in daily life? The idea of race has not been emphasized until our modern time. The term came to common use in the 18th century. Despite multiple technical definitionsRead MoreEssay about Eduardo Bonilla-Silvas Book, Racism Without Racists1653 Words   |  7 Pagesbeen an issue in North America for many years. Eduardo Bonilla-Silva discusses the new racism in his book, Racism without Racists. Bonilla-Silva classifies the new racial discrimination as color blind racism. Color blind racism is then structured under four frames (26). Color blind racism is believed to have lead to the segregation of the white race from other minorities called white habitus. Color blind racism and white habitus has affected many people, whom don’t even realize that they are,

Enron Questionable Accounting History - 1364 Words

Enron: Questionable Accounting Leads to Collapse Enron, a provider of natural gas, electricity, and communications began when two large gas pipeline companies merged together in 1985. CEO Jeffrey Skilling, CFO Andrew Fastow, and Chairman Ken Lay worked diligently throughout the 1990s to build the company to be the largest most successful of its time. Having its name in Wall Street was becoming a norm for the company as it grew beyond all hopes and expectations. The company had become unstoppable as shares increased and partnerships became stronger. Believing so much in the company Business Ethics states, â€Å"Jeffrey Skilling went so far as to tell utility executives at a conference he was going to â€Å"eat their lunch† (Farrell, Fraedrich,†¦show more content†¦Business Insider states,† After his Enron retirement became worthless, Maddox and his wife Phyllis had to lease their suburban Houston home and move to an old family farmhouse in the East Texas town of Van. They also went back to work. Phyllis Maddox, a retired teacher, became a substitute teacher while her husband mowed lawns and pastures.† The reality that came soon after the company collapsed was not only felt by shareholders but by hardworking Americans as well. The loss of retirement funds set many individuals back and left them with literally nothing in return for so many prior years of hard work. Ways Enron’s bankers, auditors, and attorneys contributed to Enron’s demise. The Economist states, â€Å"In America, well-policed stock markets, fearsome regulators at the Securities and Exchange Commission (SEC), stern accounting standards in the form of generally accepted accounting principles (GAAP), and the perceived audit skills of the big five accounting firms, have long been seen as crucial to the biggest, most liquid and most admired capital markets in the world.† The controversial subject of who is to blame for Enron’s fraud able to stay hidden for such an extended amount of time is distributed among three top employees mentioned along with other close working individuals from other companies. The ways auditors, attorneys, and bankers contributed is by their lack of concern and ability to convince themselves the fraud was truly not happening among one ofShow MoreRelatedEnron And Its Impact On Corporate Business Practices1124 Words   |  5 PagesEnron Enron is a company infamous for one of the largest scandals in American corporate history. Over twenty thousand employees and thousands of outside investors had billions of dollars worth of shares in the company that positioned the company to be valuated at about 70 billion dollars with shares trading at about 90 dollars a share in 2001. However, from August to November 2001 Enron s stock value dropped to $0.26, and those who had invested in Enron lost billions of dollars within a coupleRead MoreThe Rise and Fall of Enron1532 Words   |  6 PagesMost of the world has heard of Enron, the American, mega-energy company that â€Å"cooked their books† ( ) and cost their investors billions of dollars in lost earnings and retirement funds. While much of the controversy surrounding the Enron scandal focused on the losses of investors, unethical practices of executives and questionable accounting tactics, there were many others within close proximity to the turmoil. It begs the question- who was really at fault and what has been done to prevent it fromRead MoreEssay about Enron: Who was at fault?1664 Words   |  7 PagesMost of the world has heard of Enron, the American, mega-energy company that â€Å"cooked† their books (Gupta, Weirich Turner, 2013) and cost their investors billions of dollars in lost earnings and retirement funds. While much of the controversy surrounding the Enron scandal focused on the l osses of investors, unethical practices of executives and questionable accounting tactics, there were many others within close proximity to the turmoil. It begs the question- who was really at fault and what hasRead MoreThe Rise And Fall Of Enron1008 Words   |  5 PagesIntroduction Enron began as an energy company in 1985. After the deregulation of oil and gas in the U.S., Enron lost its’ exclusive rights to natural gas pipelines. The CEO, Kenneth Lay then hired a consulting firm to reinvent the company in order to make up lost profits. He hired Jeffery Skilling, who was in banking, specifically; asset and liability management. Under the topic â€Å"The Beginning Presages the End†, C. William Thomas (2002) writes: â€Å"Thanks to the young consultant, the company createdRead MoreThe Smartest Guys Of The Room, Or The Most Unethical?1723 Words   |  7 Pagesscandals from ethical misconduct within Enron, the proper course of action was once questionable, but now revealed. Nevertheless, organizations continue to struggle with moral decision-making on a daily basis as they consider the cost of making such decisions. Throughout this paper, I will discuss the key components of the ethical decision making process, the connection between Enron, an d personal experience of making ethical decisions from employment history. Ethics are extremely importantRead MoreEssay on Analysis of the Enron/Arthur Anderson Scandal1558 Words   |  7 PagesEnron and Arthur Anderson were both giants in their own industry. Enron, a Texas based company in the energy trading business, was expanding rapidly in both domestic and global markets. Arthur Anderson, LLC. (Anderson), based out of Chicago, was well established as one of the big five accounting firms. But the means by which they achieved this status became questionable and eventually contributed to their demise. Enron used what if often referred to as â€Å"creative† accounting methods, this resultedRead MoreNorthern Natural Gas Company Management1225 Words   |  5 Pages Enron Corporation was once known as Northern Natural Gas Company, Founded in 1932 in Omaha, Nebraska as a provider of natural gas. Through its early stages, Northern Natural Gas Company was unsuccessful in their business venture. They experienced problems in persuading consumers to use natural gas to heat their homes because of fear that natural gas leaks lead to explosions. Thanks to the great depression, many people were taking the risk because of how relatively cheap natural gas was. As theRead MoreEnron Corporation: An Electivity and Natural Gas Company1621 Words   |  7 PagesEnron Corporation was formed in 1985 when Houston Natural Gas merged with InterNorth to create an electricity and natural gas company that would eventually become Enron. After Houston Natural Gas merged with InterNorth, the former chairman of Houston Natural Gas, Kenneth Lay, was appointed as CEO of Enron. The Chief Executive Officer of Enron, Kenneth Lay’s ultimate goal was to make Enron â€Å"the world’s greatest company,† but unfortunately he failed to achieve his goal. During the 1990s, Enron wasRead MoreThe Ethics Of Enron Oxley Act1309 Words   |  6 PagesThe Houston based c orporation of Enron was once considered a top company, until its demise from a complex accounting scheme. The company that was forced to declare bankruptcy and lay off many employees; also resulted in thousands of others losing a significant portion of their retirement funds that were invested in the company’s stock (Ferrell, Fraedrich, Ferrell, 2013). Additionally, the perceived scandal propagated concern of accounting practices of corporations and initiated new reporting practicesRead MoreOrganizational Culture, Management Philosophy And Ethics999 Words   |  4 Pagesorganization; from operations, marketing, and, accounting. No matter the size, industry or level of profitability of an organization, business ethics are one of the most important aspects of long-term success. According to Webster’s dictionary, ethics can be defined as the â€Å"rules of behavior based on ideas about what is morally good and bad† these rules influence every aspect of our societ y (Investopedia, N.D.) (Webster’s, N.D.). While sometimes overlooked, accounting plays a large role in many organizations

Gsm Call Flow Free Essays

GSM Call Flow (GSM Originating Call) Cell Mobile Station User Mobile Mobile Network Base Stations NSS BSS MSC VLR Fixed Network PSTN PSTN EventStudio System Designer 4. 0 13-Sep-08 21:38 (Page 1) LEG: GSM Mobile Originated Call This sequence diagram was generated with EventStudio System Designer 4. 0 (http://www. We will write a custom essay sample on Gsm Call Flow or any similar topic only for you Order Now EventHelix. com/EventStudio). Copyright  © 2008 EventHelix. com Inc. All Rights Reserved. The EventStudio source files for this document can be downloaded from http://www. eventhelix. com/call-flow/gsm-call-setup. zip. This scenario describes the call setup for a GSM originating call. A mobile user calling a land line subscriber is covered here. Copyright  © 2000-2008 EventHelix. com Inc. All Rights Reserved. The user keys in the phone number for the landline subscriber and .. .. presses the Send button Dial the called person’s number Send Button Begin RR Connection Establishment Call related information needs to be transported from the mobile phone to the Mobile Switching Center (MSC). This requires the establishment of a Radio Resource (RR) connection to MSC. The first phase of the call setup just sets up this RR connection. RR CHANNEL REQUEST RACH RR connection establishment is triggered by sending the Channel Request message. This message requests the Base Station System (BSS) for allocation for radio resources for the RR connection setup. The mobile now waits for an assignment on the Access Grant Channel (AGCH). At this point the mobile is listening to the AGCH for a reply. Note: The RR CHANNEL REQUEST is sent on a Random Access Channel (RACH). This is a slotted aloha channel that can be used at random, without any coordination between the mobiles. Any mobile can transmit on this channel whenever it wishes. If two mobiles transmit on the channel at the same time, their messages will be lost in a collision. The mobiles will detect the collision via a timeout and retransmit the message after a random back off. allocate TCH RR IMMEDIATE ASSIGNMENT AGCH, Radio_Resource = (TCH, Frequency, Timeslot), Time Correction, Frequency Correction Apply the time and frequency corrections Tune to the frequency and timeslot RR SABM + MM CM SERVICE REQUEST TCH, SAPI = 0 The BSS allocates a Traffic Channel (TCH) to the mobile. The TCH allocation assigns a specifies a frequency and a timeslot on that frequency. After the mobile receives this message, the mobile shall only use the specified resources for communication with the mobile network. The BSS transmits the radio resource assignment to the Mobile via the AGCH channel. The message also contains the time and frequency corrections. The time corrections allow the mobile to time it’s transmissions so that they reach the BSS only in the specified slot. The frequency corrections correct for the Doppler shift caused by the mobile’s motion. Adjust the frequency and timing based on the advice from the BSS. This step is required so that transmissions from the mobile reach the base station at the precise time and with the correct frequency. The mobile detunes from the AGCH and tunes to the specified radio channel. This is the first message that is sent after tuning to the channel. The Mobile initiates a LAPm connection with the BSC by sending a Set Asynchronous Balanced Mode (SABM) message. The service request message meant for the MSC is also sent in this message. GSM Call Flow (GSM Originating Call) Cell Mobile Network Mobile Station Base Stations NSS User Mobile BSS MSC VLR RR UA Fixed Network PSTN PSTN TCH, SAPI = 0 SCCP CONNECTION REQUEST + MM CM SERVICE REQUEST SS7 Check subscriber authentication EventStudio System Designer 4. 0 13-Sep-08 21:38 (Page 2) The BSS replies with Unnumbered Acknowledge (UA) to complete the LAPm setup handshake The BSS receives the CM Service Request message from the mobile and forms a â€Å"BSSMAP COMPLETE LAYER 3 INFORMATION†. The BSS then piggy backs the message on the SCCP connection request message. LEG: Skip Authentication Procedure MSC checks if the subscriber has been authenticated. In this case, the subscriber has already been authenticated, so the authentication procedure is skipped. Enable Ciphering BSSMAP CIPHER MODE COMMAND Expect ciphered data from the mobile RR CIPHERING MODE COMMAND mode = CLEAR Enable ciphering for received and transmitted data RR CIPHERING MODE COMPLETE mode = CIPHERED Enable ciphering of data transmitted to the mobile BSSMAP CIPHER MODE COMPLETE Since the subscriber has been successfully authenticated, the MSC initiates ciphering of the data being sent on the channel. The channel is ciphered so as so protect the call from eavesdropping. Ciphering on the radio link is enabled in three steps. As a first step, the BSS starts expecting ciphered data from the mobile but continues to send data in clear. Since the mobile has not been informed about the ciphering, all data received from the mobile will be in error. The BSS sends the CIPHERING MODE COMMAND to the mobile. The mobile ill be able to receive this message as the transmission from the BSS is still in clear. As a second step, the Mobile receives the message and enables ciphering in transmit and receive directions. This action will result in all BSS data being received in error. (The BSS is still transmitting data in clear. ) Ciphering has already been enabled, so this message is transmitted with ciphering. The BSS will receive this message as it is already expecting ciphered data in the receive direction. The third and final step in the ciphering handshake. The BSS enables the ciphering in transmit direction. From this oint on ciphering is enabled in both directions. BSS replies back to the MSC, indicating that ciphering has been successfully enabled. RR Connection Establishment Completed At this point a connection has been setup between the Mobile and the MSC. From this point onward, the BSS is just acting as a conduit for transporting the signaling messages between the Mobile and the MSC. Call Setup CC SETUP Dialed Digits The Mobile sends the setup message to establish a voice call. The message contains the dialed digits and other information needed for call GSM Call Flow (GSM Originating Call) Cell Mobile Station User Mobile Mobile Network Base Stations NSS BSS MSC VLR Fixed Network PSTN PSTN EventStudio System Designer 4. 0 13-Sep-08 21:38 (Page 3) establishment. The mobile is informed that the call setup is in progress. At this point, the mobile phone displays a message on the screen to indicate that call setup is being attempted. CC CALL PROCEEDING Connecting†¦ Mode Modify allocate Voice circuit towards BSS BSSMAP ASSIGNMENT REQUEST Voice circuit RR CHANNEL MODE MODIFY RR CHANNEL MODE MODIFY ACKNOWLEDGE BSSMAP ASSIGNMENT COMPLETE The BSS responds back to the MSC. ISUP INITIAL ADDRESS MESSAGE SS7, Dialed Digits CC ALERTING The MSC allocates a voice circuit on one the digital trunks between the MSC and the BSS. MSC informs the BSS about the allocated voice circuit. The call is also switched from signaling to voice. The BSS notifies the Mobile about the changeover to voice mode. Mobile acknowledges. The MSC routes the call and sends the call towards the called subscriber ISUP ADDRESS COMPLETE MESSAGE The PSTN indicates to the MSC that it has received all the digits and the called SS7 subscriber is being rung. The MSC informs the mobile that the called subscriber is being alerted via a ring Alerting Tone ISUP ANSWER The called subscriber answers the call. SS7 CC CONNECT The MSC informs the mobile that the call has been answered. Acknowledge the recipt of CC CONNECT. CC CONNECT ACKNOWLEDGE Connected Display that the call has been connected. Conversation Speech The call has entered the conversation phase. The speech path has been setup between the mobile subscriber and the land-line subscriber. Call Release End Button CC DISCONNECT ISUP RELEASE SS7 Disconnect Voice Path LEG: Mobile initiates call release The mobile subscriber hits End to clear the call. The mobile sends the disconnect message to the MSC. The MSC initiates release on the PSTN ide. The MSC disconnects the voice path and also releases the voice circuit between the BSS and the MSC. free Voice circuit towards BSS CC RELEASE The MSC informs the Mobile that it has initiated call release GSM Call Flow (GSM Originating Call) Cell Mobile Station User Mobile Mobile Network Fixed Network Base Stations NSS PSTN BSS MSC VLR PSTN ISUP RELEASED S S7 ISUP RELEASE COMPLETE SS7 CC RELEASE COMPLETE EventStudio System Designer 4. 0 13-Sep-08 21:38 (Page 4) The MSC informs the PSTN that the call release has been completed. The PSTN informs that call release has been completed at its end. Mobile indicates that the call has been released. RR Connection Release BSSMAP CLEAR COMMAND RR CHANNEL RELEASE BSSMAP CLEAR COMPLETE RR DISC RR UA free TCH Call Released Indication Call release has been completed, now the RR connection is released by the MSC. The BSS initiates RR release with the mobile. The BSS informs the the MSC that the RR connection has been released. The mobile sends a disconnect message to release the LAPm connection. The BSS replies with an Unnumbered Acknowledge message. The BSS releases the TCH channel. Mobile goes back to the default display to indicate that call has been completely released. How to cite Gsm Call Flow, Papers

Young Person Development free essay sample

AgePhysical developmentCommunication and intellectual developmentSocial, emotional and Behavioural development Birth to 3 monthsLooks at hands. Plays with fingers. Clasps hands. Holds a rattle. Lifts head and chest up. Brings hands together over body. Waves arms. Can lift head and turn when on front. Cries when basic needs require attention. Vocalises when spoken to and when alone. Watches primary carers face. Coos and smiles. Enjoys cuddles and being handled. 3 to 6 monthsReaches for a toys. Moves a toy from one hand to another. Put objects into mouth. Waves arms to show that they wish to be lifted. Rolls onto front. Uses arms for support when lying on stomach. Sits with support. Is starting to eat and sleep more regularly. Gets first teeth. Can take solid foods from around six months. Babies try to communicate making eye contact and babbling. They may imitate sounds or repeat them. Watches adults closely. Explore using their mouths. Explore using touch. We will write a custom essay sample on Young Person Development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Play alone with toys such as rattles. Makes singsong vowel sounds e. g. ‘aah-aah’, ‘goo’. Laughs and squeals during play. Responds differently to different tones of voice. Laughs. Enjoys being played with. Uses comfort object e. g. a blanket. Seeks attention. 6 to 9 monthsGrasps using index finger and thumb. Can sit up unsupported. Deliberately drops objects. Starts to be mobile e. g. rolling, crawling.. Reaches out for toys when sitting. Watching and copying what adults do. Repeating movements such as dropping toys. Enjoy simple games such as peek-a-boo. Explore toys and objects alone. Shouts for attention. Babbles loudly. Uses double syllables such as ‘’Da-da’’. Imitate adult vocal sounds such as coughing. Understands ‘’no’’ and ‘’bye’’. Responds when he/she hears name. Fear of strangers. Enjoys games such as peek-a-boo. Can discriminate between familiar people and strangers. 9 to 12 monthsUse pincer grasp (index finger and thumb) to pick up objects. Stands alone briefly. Points using index finger. Walks holding onto furniture. Enjoys self-feeding and holds cup with help. Starts showing hand preference. Repeat actions that they have enjoyed. Knows own name. Understands around 20 words in concept. Understands simple messages such as ‘’where are your shoes? ’ Likes being read to. Affectionate towards own family and primary carers. May become unhappy at changes in routine. Expresses anger at being told ‘’no’’. 12 to 18 monthsUses a spoon to eat. Walks unaided. Scribbles. Begins to build using bricks. Squats to pick up objects. Climbs onto objects. Pushes and pulls toys when walking. Tries to kick a ball, rolls and throws a ball. May assist with dressing and undressing. Holds crayons in a tripod grasp. Can turn handles. Learn through trial and error. Beginning to play with adults. Playing and ‘talking’ alone. First words. Echoes prominent and last words in sentences. May try to join in with songs and nursery rhymes. Responds to simple instructions such as ‘’shut the door’’. Enjoys picture books and will point to a named object. Points to parts of the body. Begin to communicate using words. Language begins to increase. Has a stronger feeling of being an individual. Points to objects to show a familiar adult. Shows some independence in exploring environment but still needs a familiar adult. Repeats actions to gain attention. No understanding that objects may belong to others. 18 months to 2 yearsUses a spoon effectively to eat. Climbs onto furniture. Runs. Can use sit-and-ride toys. Walks up and down stairs with both feet on one step. Imitate other children and adults. Carrying out repetitive actions e. g. putting things in and out of boxes. Watching other children but not joining in. Enjoy playing with adults. Uses two words linked together. Uses more than 200 words by two years old. Makes simple two word sentences. Refers to own name, talk to self during play. Uses key essential words but misses out connecting words (telegraphic speech). Develops an awareness of number names through rhymes and songs that relate to numbers. May say some counting words randomly. Attempt, sometimes successfully, to fit shapes into spaces such as jigsaw puzzles. Can use blocks to create simple structures. Enjoys filling and emptying containers. Parallel play (plays near other children). Begins to talk while playing (pretend play). Will imitate adults actions. Strong emotions such as fear, joy and anger are shown. Imitates adults in simple tasks. May alternate between independence and clingy behaviour. Enjoys other children’s company but still reluctant to share. 2 years to 2 ? years May have established a hand preference (right-handed/ left handed). Can kick a large ball. Can do simple jigsaw puzzles. Begins to ride tricycles. May move out of nappies and begin toilet training. Show some reasoning skills. Begin to ask questions such as ‘’why? ’’. Play imaginatively such as role playing. Notices simple shapes. May move out of nappies and begin toilet training. Start taking interest in other children. Begin playing with other children. Start to wait for their own needs to be met. May have tantrums and become easily frustrated. May dislike adult attention being shown to other children. Finds sharing difficult. Be happy leaving primary carer for short periods of time. 2 ? years to 3 yearsTurn pages in a book one by one. Pedals and steers a tricycle. Washes hands with help. Runs forwards and backwards. Can hold a crayon. May be able to draw a face. Can throw large balls. Walk upstairs on alternate feet and walk on tiptoe. Can kick a ball with some skill. Jumps from low steps. Can concentrate for longer at activities which interest them. Begin recognising shapes and letters. Can solve puzzles through reasoning and trial and error. Play co-operatively with other children and can take turns. Expanding vocabulary. Use of plurals. Can hold a simple conversation. Enjoys repetition of favourite stories and songs. Can count to ten. Knows most primary colours. Use some number language such as ‘’more’’ and ‘’a lot’’. May be able to recite some number names in sequence. Begin to make comparisons between quantities. Begin to categorize objects according to properties such as size and shape. Beginning to understand variations in size. Have a sense of identity including gender and age. Show concern for other children. Tries to be independent. Less anxious about separation. 3 years to 4 yearsCan button and unbutton clothing. Walks in a line. Can cut out a simple shape. Can aim and throw a ball. Can draw a person with head, body and legs. Can hop on one foot. Can brush own teeth. Use reasoning based on their own experiences. Begin to use and understand symbols such as writing and beginning to read. Start to understand simple rules in games. Play co-operatively and take turns. Talk clearly so anyone can understand them. Asks many questions: who? What? Where? When? And why? Knows body parts. Know simple animal names and sounds. Can question why things happen and give explanations. Sometimes matches number and quantity correctly. Are beginning to understand ‘’bigger than’’ and ‘’enough’’. Uses shapes appropriately for tasks. Begins to talk about the shapes of objects. Begin to make friends. Show social skills, for example turn taking, sharing and oncern for others. Be affectionate towards others such as family and friends. Want to help and please familiar adults. During play children may imitate actions seen in their own experience e. g. put teddy to bed. Share toys. Play with other children. Show care and concern for others e. g. hugging a crying child. Follows rules by imitating other children e. g. washing hands before a meal. Able to communicate own wants and needs. Enjoys being with other children. Enjoy helping adults. Use the toilet independently. Can tell the difference between boys and girls and use language such as ‘her’ and ;him’ correctly. May test rules. Show increasing confidence in selecting and carrying out activities. Begin to talk more about their home and community. 4 years to 5 yearsCan form letters when writing. Can skip with a rope. Colours in pictures. Runs very quickly and is able to manoeuvre around and avoid obstacles. Can complete a 20 piece puzzle. Can throw a large ball to a partner and is able to catch it. Easily dresses and undresses. Hit’s a ball with a racket or bat. Has a finer control of blocks, construction toys and puzzles. Enjoy table top games. Can count up to 20. Ability to write developing, is able to write some words/letters and copy others. May read simple words and books. Can predict next events. Knows half and whole. Can consistently develop a story, explanation or line of questioning. Begin to represent numbers using fingers and marks on paper etc. May be able to select the right numeral to represent numbers 1 to 9. May talk about how shapes are similar/different. Begin to use mathematical names for ‘solid’ 3d shapes and ‘flat’ 2d shapes. Order objects according to height, weight or length. Use language such as ‘greater’ ‘smaller’ ‘heavier’ etc. Talk about, recognise and recreate simple patterns. Gain increased confidence. Express themselves. Feel proud of own achievements. Children begin to make close friendships. Plays with other children without guidance from adults. Is able to communicate feelings. Understand the need for rules. Develops fears of fictional things such as ghosts. Develop a respect for their own and others beliefs and cultures. Enjoys joining in with family customs. Understand hat people have different needs, cultures and beliefs that need to be respected. Understand that they can expect others to treat their culture and beliefs with respect. 5 years to 8 yearsIs able to join handwriting. Has confidence when hopping, skipping and jumping. Accurately cuts out shapes. Can balance on a beam. Can produce detailed drawings. Dodges and chases others. Can tie and untie shoe laces. Can use a bicycle and other wheeled toys such as roller-skates. Understand the need for rules and enjoy using them. Show increased reasoning skills but still using some trial and error. Play co-operatively in groups. Speech is fluent. Uses descriptive language. Can give full name, age, birthday and address. Enjoys singing, jokes, rhymes and stories. Recognises a new word and asks the meaning of them. Can accurately copy accents heard. Can count up to one hundred. Understands the use of symbols in writing and maths. Are able to engage in verbal arguments, persuasion and negotiation. May read books to themselves silently. Gain a sense of justice and fairness which means sharing is more frequent and easier. Become more self aware and may be critical of their own efforts. Begin to be influenced by people who are not family members. Having friends becomes more important to the child. Children start to compare themselves to their peers. Have strong friendships. May argue back. Copies behaviour from other children possibly swearing or spitting. Understands the difference between right and wrong. Has increased self-care skills e. g. getting dressed, toileting independently. Enjoy competitive games but may not always cope well with losing. Tend to play more with children of their own sex. Make up their own games which tend to have rules. 8 years to 12 yearsIncreased fine motor skills allowing for more intricate work such as making models, typing, threading and knitting. Less concentration is needed allowing children to talk as they use their hands. Coordination and perceptual skills are increased allowing children to concentrate on strategies during games such as football. Solve problems using reasoning and logic. Show imagination and creativity in activities such as role play, writing and drawing. Begin to use information in one situation and transfer it to another. Most children are fluent speakers, readers and writers of own language. Increasing preferences for subjects. Children become more aware of what others think of them. Children begin to compare themselves with others. Children usually have an established group of friends usually mainly of the same gender as themselves. Some children may be keen to show appropriate behaviour, other children may have learned that they can gain attention from others through inappropriate behaviour. Enjoy responsibility. May have a keen interest in hobbies. Can tell you what they are good at. Enjoys learning about different people and places. Enjoys group projects. Are likely to argue with parents/carers as young people start to become independent. 12 years to 16 years Hardening of the bones in hands and wrists is complete allowing for increased strength in hands enabling movements such as twisting lids off jars. Lungs and heart develop allowing for an increased stamina allowing young people to be able to walk for longer distances and to take part in more energetic sports. Girls bodies will start to show signs of puberty. Outward signs that a girl’s body is maturing includes developing breasts and widening of the hips. Most girls will begin to menstruate (start having their periods) between the ages of 12 and 15 years, although this may vary. For boys, puberty may begin around 12 or 13 years and for most will end at about 17 years, although many boys will continue to grow until they are 18 years old. Outward signs that boys are going through puberty include a sudden growth in height, the voice becoming deeper and facial hair growth. At the end of this process, most boys will be stronger than girls because the ratio of fat to muscles is higher in girls than in boys. On average, boys will also be taller. Brains developing with increase in reaction times and co-ordination. Can read and write confidently. Skilled at transferring information from one situation to another. May be competent in using abstract information, e. g. chemistry, maths. Questions sources of information such as parents, teachers, books etc. Growing awareness of important issues such as poverty and politics. Developing the ability to think abstractly. They can think bout things that can’t be seen such as spiritual ideas and things like love, respect and justice. High levels of skill (such as computing). Brains developing which increases reaction times and co-ordination. Tend to have strong friendships and form groups. Time spent with friends increases. May become more independent from family. Hormones may be affecting young people of this ages moods and emotions. Young people will be making a transition between dependence on family to independence. Develop own identity and tastes in things such as music, fashion etc. Body changes can upset self esteem. Peer pressure can be a significant influence. They want to be like their friends, to be normal. They fear being different. They enjoy being with friends, and they like one-on-one time with adults. They begin to doubt their parents’ beliefs. May rebel against rules. They may try alcohol, drugs or tobacco. Describe with examples how different aspects of development can affect one another: The different aspects of child development can easily affect each other. If a child is having difficulties in one aspect of their development this could begin to cause difficulties in another area of that childs development. For example if a child has difficulties communicating with others this could also affect their social development as they will be unable to talk to others, join in conversations, songs and games etc. This could then have further affects on the childs emotional development as their lack of social interaction may lead them to feel left-out and lonely which could lead to sadness or frustration and even anger. This could then have an affect on their behavioural development as their anger and frustration teamed with their inability to communicate effectively could led to tantrums, fighting with others etc.

Tres Zapotes (Mexico) - Olmec Capital City in Veracruz

Tres Zapotes (Mexico) - Olmec Capital City in Veracruz Tres Zapotes (Tres sah-po-tes, or three sapodillas) is an important Olmec archaeological site located in the state of Veracruz, in the south-central lowlands of the Gulf coast of Mexico. It is considered the third most important Olmec site, after San Lorenzo and La Venta. Named by archaeologists after the evergreen tree native to southern Mexico, Tres Zapotes flourished during the Late Formative/Late Preclassic period (after 400 BC) and was occupied for almost 2,000 years, until the end of the Classic period and into the Early Postclassic. The most important findings at this site include two colossal heads and the famous stela C. Tres Zapotes Cultural Development The site of Tres Zapotes lies on the hillside of a swampy area, near the Papaloapan and San Juan rivers of southern Veracruz, Mexico. The site contains more than 150 structures and about forty stone sculptures. Tres Zapotes became a main Olmec center only after the decline of San Lorenzo and La Venta. When the rest of the Olmec culture sites started to wane at around 400 BC, Tres Zapotes continued to survive, and it was occupied until the Early Postclassic about AD 1200. Most of the stone monuments at Tres Zapotes date to the Epi-Olmec period (which means post-Olmec), a period that began around 400 BC and signaled the decline of the Olmec world. The artistic style of these monuments shows a gradual decline of Olmec motifs and increasing stylistic connections with the Isthmus region of Mexico and the highlands of Guatemala. Stela C also belongs to the Epi-Olmec period. This monument features the second oldest Mesoamerican Long Count calendar date: 31 BC. Half of Stela C is on display in the local museum at Tres Zapotes; the other half is at the National Museum of Anthropology in Mexico City. Archeologists believe that during the Late Formative/Epi-Olmec period (400 BC-AD 250/300) Tres Zapotes was occupied by people with stronger connections with the Isthmus region of Mexico, probably Mixe, a group from the same linguistic family of the Olmec. After the decline of the Olmec culture, Tres Zapotes continued to be an important regional center, but by the end of the Classic period the site was in decline and was abandoned during the Early Postclassic. Site Layout More than 150 structures have been mapped at Tres Zapotes. These mounds, only a handful of which have been excavated, consist mainly of residential platforms clustered in different groups. The residential core of the site is occupied by Group 2, a set of structures organized around a central plaza and standing almost 12 meters (40 feet) tall. Group 1 and the Nestepe Group are other important residential groups located in the immediate periphery of the site. Most Olmec sites have a central core, a downtown where all the important buildings are located: Tres Zapotes, in contrast, features a dispersed settlement model, with several of its most important structures located on the periphery. This may have been because most of those were constructed after the decline of Olmec society. The two colossal heads found at Tres Zapotes, Monuments A and Q, were not found in the core zone of the site, but rather in the residential periphery, in Group 1 and Nestepe Group. Because of its long occupation sequence, Tres Zapotes is a key site not only for understanding the development of the Olmec culture  but, more generally for the transition from Preclassic to Classic period in the Gulf Coast and in Mesoamerica. Archaeological Investigations at Tres Zapotes Archaeological interest at Tres Zapotes begun at the end of the 19th century, when in 1867 the Mexican explorer Josà © Melgar y Serrano reported seeing an Olmec colossal head in the village of Tres Zapotes. Later on, in the 20th century, other explorers and local planters recorded and described the colossal head. In the 1930s, archaeologist Matthew Stirling undertook the first excavation at the site. After that, several projects, by Mexican and United States institutions, have been carried out at Tres Zapotes. Among the archaeologists who worked at Tres Zapotes include Philip Drucker and Ponciano Ortiz Ceballos. However, compared to other Olmec sites, Tres Zapotes is still poorly known. Sources This article has been edited by K. Kris Hirst Casellas Caà ±ellas E. 2005. El Contexto arqueolà ³gico de la cabeza colosal Olmeca Nà ºmero 7 de San Lorenzo, Veracruz, Mà ©xico. Bellaterra: Universitat Autà ²noma de Barcelona.Loughlin ML, Pool CA, Fernandez-Diaz JC, and Shrestha RL. 2016. Mapping the Tres Zapotes Polity: The Effectiveness of Lidar in Tropical Alluvial Settings. Advances in Archaeological Practice 4(3):301-313.Killion TW and Urcid J. 2001. The Olmec Legacy: Cultural Continuity and Change in Mexicos Southern Gulf Coast Lowlands Journal of Field Archaeology 28(1/2):3-25.Manzanilla L and Lopez Lujan L (eds.). 2001 [1995]. Historia Antigua de Mexico. Mexico City: Miguel Angel Porrà ºa.Pool CA, Ceballos PO, del Carmen Rodrà ­guez Martà ­nez M, and Loughlin ML. 2010. The early horizon at Tres Zapotes: implications for Olmec interaction. Ancient Mesoamerica 21(01):95-105.Pool CA, Knight CLF, and Glascock MD. 2014. Formative obsidian procurement at Tres Zapotes, Veracruz, Mexico: implications for Olmec and Epi-Olm ec political economy. Ancient Mesoamerica 25(1):271-293. Pool CA (ed.). 2003. Settlement Archaeology and Political Economy at Tres Zapotes, Veracruz, Mexico. Los Angeles: Cotsen Institute of Archaeology.Pool CA. 2007. Olmec Archaeology and Early Mesoamerica. Cambridge, Cambridge University Press.VanDerwarker A, and Kruger R. 2012. Regional variation in the importance and uses of maize in the Early and Middle Formative Olmec Heartland: New archaeobotanical data from the San Carlos homestead, southern Veracruz. Latin American Antiquity 23(4):509-532.

The 6 Types of Togas Worn in Ancient Rome

The 6 Types of Togas Worn in Ancient Rome The Roman emperor Caesar Augustus referred to his own Roman citizenry as the toga-clad people- and with reason. While the basic style of a toga- a shawl draped over the shoulder- was worn by the ancient Etruscans and, later, the Greeks, the toga went through several changes before finally becoming the classic Roman item of clothing. Toga A Roman toga, simply described, is a long piece of fabric draped over the shoulders in one of several ways. It was usually worn over some kind of tunic or other undergarments, and it might be pinned in place by a fibula, a Roman brooch shaped like a modern safety pin. if the toga was decorated at all, the decoration had some symbolic connotations and the toga was arranged to make sure that the design was clearly visible to other people. The toga was an article of clothing that had stately symbolism, and according to the Roman scholar Marcus Terentius Varro (116–27 BCE), it was the earliest dress of both Roman men and women. It can be seen on statues and paintings from as early as 753 BCE, during the earliest years of the Roman Republic. It was common until the fall of the Roman Empire in 476 CE. Togas worn in the earlier years were quite different from those worn at the end of Roman times. Changes in Style The earliest Roman togas were simple and easy to wear. They consisted of small ovals of wool worn over a tunic-like shirt. Virtually everyone in Rome wore a toga, with the exception of servants and slaves. Over time it grew in size from just over 12 feet (3.7 meters) to 15–18 ft (4.8–5 m). As a result, the semicircular cloth grew more and more cumbersome, difficult to put on, and just about impossible to work in. Typically, one arm was covered with fabric while the other was needed to hold the toga in place; in addition, the woolen fabric was heavy and hot. During the time of Roman rule until about 200 CE, the toga was worn for many occasions. Variations in style and decoration were used to identify people with different positions and social status. Over the years, however, the impracticality of the garment finally led to its end as a piece of daily wear. Six Types of Roman Togas There are six main types of Roman togas, based on their coloration and design, each representing a specific status in Roman society. Toga Pura:Â  Any citizen of Rome might wear the toga pura, a toga made of natural, undyed, whitish wool.Toga Praetexta:Â  If a Roman were a magistrate or a freeborn youth, he might wear a toga with a woven reddish-purple border known as a toga praetexta. Freeborn girls may have worn these as well. At the end of adolescence, a free male citizen put on the white toga virilis or toga pura.Toga Pulla: If the Roman citizen were in mourning, he would wear a darkened toga known as a toga pulla.Toga Candida:Â  If a Roman became a candidate for office, he made his toga pura whiter than normal by rubbing it with chalk. It was then called toga candida, which is where we get the word candidate.Toga Trabea:Â  There was also a toga reserved for elite individuals that had a stripe of purple or saffron, called a toga trabea. Augurs- religious specialists who watched and interpreted the meanings of natural signs- wore a toga trabea with saffron and purple stripes. The purple and white striped tog a trabea was worn by Romulus and other consuls officiating at important ceremonies. Sometimes the property-owning equite class of Roman citizen wore a toga trabea with a narrow purple stripe. Toga Picta:Â  Generals in their triumphs wore toga picta or togas with designs on them, decorated with gold embroidery or appearing in solid colors. The toga picta was worn by praetors celebrating games and by consuls at the time of the emperors. The imperial toga picta worn by the emperor was dyed a solid purple- truly a royal purple.

Abortion is Just As Immoral As Murder Essay Example | Topics and Well Written Essays - 1250 words

Abortion is Just As Immoral As Murder - Essay Example I believe that abortion is one of the many ways that is slowly destroying and wearing away the principles and integrity of civilization. Many women make so many excuses to abort the child that is growing in their womb. They believe there are numerous ethical reasons to abort their children such as fear of having or raising a child, rape, or not having enough money to raise up a child in a good and stable world. Whatever the situation might be, the only conclusion of the matter is: it was the woman’s choice to engage herself in sexual relations and therefore, must face the consequences and effects that she knows will eventually happen. There is never an adequate reason to consider aborting an unborn human being as ethical. First of all, in whatever case, the unborn child does not have any fault to the suffering or pain that his or her conception might have caused so taking away their life is inequitable. It is solely of the parents’ doing and the parents, therefore, are the only ones accountable and responsible for the actions they have taken. In addition, unborn babies are never, in any way, responsible for the situation that their parents might be facing, so what possible ethical and moral reason can you provide for their unjust death? They, just like any other human being on this planet, have the absolute right and privilege to be able to live out their lives and grow into a normal individual. Abortion is never necessary; because destroying something that one has not created or given the authority to do so is never considered okay. There are always many alternative solutions and better options to resolve unwanted pregnancy apart from abortion. Second, in cases of rape and maybe in all cases, abortion no matter how one looks at it does not come any close to being the best and most reasonable option as it causes not only the death of life but also the mother’s emotional death.  

Project report Essay Example | Topics and Well Written Essays - 1250 words

Project report - Essay Example I reached the reception counter of the school 15 minutes before the scheduled time of opening of the school. More on my observations are recorded in the following report: The school is situated in the outskirts of the city. It is about 3 kilometers from the borders of the city. Since school buses are provided from majority of the housing colonies of the city, no problem is encountered on this account. The school is housed in a 12 acre plot of land. The lawns and the garden are well maintained. Tree plantation is carried out within and outside the compound walls of the school in a planned manner. The school works for six days in a week. It is closed on Sundays, but a skeleton management and maintenance staff is always available. Residential quarters are provided for such personnel, within the school compound. The hours of operations are between 8 a.m. to 2.00 p.m. A lunch break is provided between 11.a.m. to 11.30 a.m. The program is in line with the Bush Administration’s early childhood initiative, â€Å"Good Start, Grow Smart.† It includes efforts to strengthen Head Start, partner with States to improve childhood education and provide necessary information to teachers, caregivers and parents. The school commenced its activities from 1-1-1997, which means it was founded about 10 years ago. A registration certificate issued by the State Education Department is prominently displayed in the Office as well as in the cabin of the Principal. The School goes by the standards prescribed by the Education Department of the State Government for various categories of staff in the school. Most of the teachers are post graduates and have done special diploma courses in Montessori system of education. The School has many experienced staff on their rolls as well. Each staff member has to produce two testimonials from gazette officers, or prominent personalities of the area in which they reside. Their original

River And Water Management Flood Control Environmental Sciences Essay

River And Water Management Flood Control Environmental Sciences Essay Floods are a major concern in many parts of the world due to the many losses experienced in time of floods. Therefore, flood management techniques are very important in areas that are prone to frequent flooding. Flood management techniques are structures designed with the aim of containing floodwater in order to control floodplains. The designing of flood control techniques entails estimating the levels of water that causes floods and then measuring the required height that will create a working flood defense. Flood defenses are strong barriers that prevent water from flooding floodplains (Woods Woods 2007, p.5). Floods generally occur when flowing surface water spills over the restraining banks into dry land. Floods are a natural occurrence in almost all river systems. Areas that are prone to flooding include those that are located downstream of dams and low lying areas. Flooding causes vast losses which include human and animal life, soil erosion, damages of properties, destruction of vegetation and other environmental damages. Also, areas that are affected by floods could also be prone to droughts. This can even cause further loss of human and animal lives. Flood waters are usually polluted with harmful bacteria resulting from sewage. This means that people affected by the floods are at greater risks of getting infective diseases (Proverbs, et al., 2011, p. 221). However, floods also have positive impacts on ecosystems. One benefit from flooding includes more fresh water for domestic and irrigation usage. Other benefits include large deposits of minerals and nutrients into affected areas. Apart from these, floods also help to improve the condition of water ecosystems. However, they can be considered to be the most damaging compared to volcanic eruptions and earthquakes due to their frequencies. Therefore, strict measures must be in place to prevent the massive losses occurred during floods (Gruntfest Handmer, 2001, p.12). Methods used to control floods Techniques that are applied in controlling floods involve the adaptation of the river environment and areas which are close to the river. Flood control techniques can be applied on the river channel, floodway or on the floodplain (Ghosh, 1997, p.55). Techniques applied in floodplains Floodplains are areas that lie below the flood elevation and entirely on the floodway and river channel. The majority of techniques applied on floodplains lie far from the river but they are designed to reduce flood damage. Levee/Floodwall around structures This technique involves the construction of a levee/floodwall around structures that are located in floodplains. Levees can either be permanent or temporary. Construction of the levee usually requires the use of strong, artificial or natural material that can endure pressure from the floods (Hyndman Hyndman, 2010, p.356). The principle of using levees and other barriers is to raise the height of structures located in floodplains which floodwater must then climb in order cause flooding. These structures are there to offer protection to structures. However, they put other structures at a high risk of flooding due to the then increased water retention in the floodplains. Furthermore, serious damage to protected structures can then occur when the levees are unable to hold back floodwater. This is because the pressure that the floods hit the structure is extremely high compared to when there is no barrier (Green, 2004, p.36). The use of levees, dykes and floodwalls has a negative impact on the natural river processes (Harmancioglu, 1994, p.42). Ideally, developed water spills should form a natural channel which provides a way for the floods to flow. Therefore, levees would reduce the ability of the floodplains to process floodwaters. The inability of the floodwaters to flow freely within the floodplains would interfere with fish in their aquatic habitat. The river would respond by creating other channels in order to allow excess water to flow. The developed channels clear the backwater as well as reduce habitat complications (Harmancioglu, 1994, p.43). Off-stream detention pond The main aim of creating detention ponds in floodplains is to collect the floodwaters once the river has reached its maximum capacity. Detention ponds are constructed away from the floodway but must be within the floodplain catchment. When directing water into the detention ponds it will have an impact on reducing the amount of water a river carries. This will have a negative impact on natural river processes due to the reduction of water flowing downstream. Reduced amount of downstream flow could then cause a reduction in sediment transport, which may lead to the rising of the ground level of the channel and deposition of fine sediments. In addition, allowing water to flow into a detention pond may cause more water to flow into the pond than expected. This may lead to an increased development of river channels (Ali, 2002, p8.3). Detention ponds also create new surroundings for the breeding and maturing of fish. However, the construction of detention channels must be done in a way that creates a connection between the pond and the mainstream so that the rivers natural environment can be maintained. Severe damage to the environment can occur when the detention ponds break down leading to flooding in the floodplains. Techniques applied on floodway The floodway is made of river banks and the active channel. In general, the floodway forms the part of land that is immediately next to the river. This piece of land allows flood waters to pass without raising the floods depth upstream. One characteristic of floodways is the presence of small banks, either due to cuts made by previous floods or natural levees due to deposits from previous floodwater (Mambretti, 2011, p.66). Reducing the bank slope This technique consists of cutting the riverbank backwards to produce a gentler slope (Masoudian, 2009, p.14). It may involve replanting or resurfacing the bare bank using materials afterwards. Reducing the bank slope will have an impact on the increasing flood transportation at the channel level due to the increased bank width. This usually happens because reducing the bank slope increases the surface area of the bank channel, which then increases the volume of bank flow. However, if slope reduction is done through planting vegetation, it is likely that the bank stability will be increased. This has an effect of creating a natural containment, which reduces the velocity of water. A reduction in the velocity of water then decreases the rates of soil and bank erosion. Vegetation along river banks may also trap sediments within flows, which may then lead to a buildup of banks, increasing the effectiveness of banks in controlling floods (Masoudian, 2009, p.16). The fact that reducing the bank slopes then also reduces erosion along the river banks has a negative impact on natural river processes. Without erosion on the river banks there will be a reduced amount of sediments, a reduced level of wood debris and a reduced amount of channel migration. Therefore, the erosion occurring naturally along river banks is vital in maintaining an active balance within river systems. Aquatic habitats will also be affected; reducing bank slopes has a negative impact of clearing areas where fish may hibernate during the day in order to be safe from predators. Juvenile fish usually hide in undercut river banks making it an essential component of an aquatic habitat (Masoudian, 2009, p.17). Reinforcing riverbanks This technique involves adding supportive material to riverbanks in order to increase their stability and in resisting flood flows. The most commonly used reinforcement method involves planting natural vegetation as it acts as a stabilizer and increases the ability of riverbanks to control floods. Planting vegetation on riverbanks can be done through hydro seeding, which involves various methods to add a mixture of water, fertilizer and seeds into riverbanks. The planted seeds will then grow and form a vast network of root systems. The root system helps in holding the soil together, which then strengthens the riverbanks. The other method used to introduce plant material on riverbanks is hand planting. In this technique, mature plants are inserted into riverbanks to continue with their growth (Stokes, et al., 2007, p.50). Planting mature plants has the advantage of providing immediate protection against floods through flow reduction. The other method involves the use of plant mats, which are either natural or synthetic materials implanted with plant seeds and fertilizers. The mats are then spread on the riverbanks, and then the watering process follows to allow the seeds to germinate and support the following growth. Apart from irrigating the plant mats, continued instabilities in the river level can help in germination and supporting growth (Beek, et al., 2008, p.33). The main impact of introducing plants along river banks is the formation of strong riverbanks that can withstand pressure from flowing water. The other impact is the prevention of enhanced channel migration. Floods that may occur along banks with sufficient plant material may be less severe compared to those occurring in areas without plant stabilizers. The use of plant stabilizers provides a long-lasting solution to control of floods. This technique also offers an environmental friendly method of flood control, which is easy to maintain. Continued increases of vegetation along riverbanks increases channel roughness and reduces the water velocity. The use of plants also comes with the advantage of providing food for the aquatic life in the protected rivers. Fish may also find a natural habitat in the vast root system generated by plants (Beek, et al., 2008, p.34). Gabions Gabions are constructed using wire mesh baskets that are filled with stones of two-six inches. Like plants, gabions are meant to strengthen river banks, which boosts the river banks ability to resist pressure from flowing water. However, for gabions to be effective plants should be added to them. Gabions also deteriorate in time, which means that replacements are required when they stop functioning properly. The use of gabions reduces the natural erosion that occurs along riverbanks. This then reduces the amount of sediments delivered to downstream habitats. In addition, flows that are deflected by the gabions may create new river channels (Mascarenhas, 2011, p.82). Gabions also lead to an increase in water velocity, which has the disadvantage of reducing the amount of backwater that is essential for the survival of fish and other aquatic life. Well-designed gabions may serve as a reliable source for spawning gravel as well as habitats for aquatic life. Techniques applied along the river channel Sediment trap/mining This technique involves excavating or dredging a depression on the riverbed. Construction of sediment traps requires the proper assessment of sediment load within a river in times of flooding. Maintenance of sediment traps require continued mining of sediments after every serious flood event. Sediment mining reduces the amount of sediment deposits in the river channel, which in turn increases the channel volume as well as the flood transportation. Removing sediments could only have a short term impact of improved flood transportation because of the continued deposition of sediments downstream. Therefore, continued removal of sediments is necessary to prevent incidences of flooding (Mascarenhas, 2011, p.105). Removal of sediments within the river channel affects natural river processes. One effect of sediment mining is the change of the channel morphology. Any changes in the channel morphology affect the way the water flow and the river bed interact with each other. Removing sediments from the river channel changes the channel gradient. These changes then have further impacts on the gradient both upstream and downstream. An increase in the gradient in one location of the river may lead to the formation of a v point or otherwise known as a nick point. This leads to increased erosion in the channel, which extends to a point where the gradient is stable or where there is bedrock resistant to erosion (Raudkivi, 1993, p.35). The removal of sediments affects aquatic habitats in several ways. When fine sediments are removed, there is a creation of a spawning habitat for a variety of fish species. On the other hand, removal of spawning gravel reduces the level of spawning habitats (Raudkivi, 1993, p.41). Flow realignment This technique of flood control involves the digging of new and deeper channels on the river bed but with a different position compared to the existing channels. When flow realignment is done to increase flood transportation, there is a reduction in frequency and severity of floods. Flow realignment creates different structures for the river flow. This interferes with natural river processes both upstream and downstream. The most significant impact of flow realignment is obviously on aquatic habitats. The use of heavy equipment to make flow realignments creates disturbances on the river bed; this alters existing aquatic habitats. Therefore, usage of flow realignment techniques needs thorough assessment of potential impacts on the aquatic ecosystem (Fleming, 2002, p.47). Word Count: 2,108

High School and School Football Team Essay

Why someone wants to drop outof high school. Either or their family don’t have money so they have to work. There are many different reasons why students drop out of high school. As long as I know and from my experience those three are most import reasons why students drop out of high school. Dropping out of high school, sounds cool isn’t it? No but I had few friends who were in my of college? As from my experience with few of my friends who drop out of high school are those who has skills in sport or they think they don’t need to study in order to get to their goals. Most likely they are inspired from a star that has not even completed high school and he or she is big star now in a sport or even music. I am not saying that every student drop out of high school because of this reason. Few students drop out because they have bad grades from a star who is not even a high school graduate and today he is a star. Second one child doesn’t have any interest in education but that child is forced to attend high school. And last but not least some students who want to study but in some consequences they don’t have any other choice then drop out high school football team and two of my friends thought dropping out of high school is cool and fun they thought they are best football player so they will find something to do after dropping out of high school. Now days they don’t have job neither of them is in any football team either. Few days ago one of them tried to commit suicide. That’s the result of or they are  Page – 2  treated bad ways by a teacher or an administrator. Some student who don’t study or they don’t have any interest in education but they are forced by  their parents to go to high school they are the second one who will most likely drop out of high school. Therefore they will end up with out job, no money or may be no place to live in.

Edmund Burkes Reflections on the Revolution in France and...

In this paper I will compare the theories and ideas from both Edmund Burke’s Reflections on the Revolution in France and John Stuart Mill’s On Liberty. In comparing these two philosophers, I will be paralleling their ideas and my own ideas I will be attributing them towards the modern day whistleblower, Edward Snowden. Political figures, government representatives and philosophy advocates have carefully studied Burke’s and Mill’s writings over hundreds of years to better understand their theories on governmental control in a society. One of, if not the most noteworthy concept in both their famous writings revolved around the concept of governmental control in a society. Both Burke and Mill have their own theories; they also have many†¦show more content†¦He was a committed advocate of utilitarianism. Mill made it known that he was a strong supporter of giving the power back to the minorities. The minority citizens in a society are the people who always challenge the system and keep the society advancing and evolving. He recognized that the only way we as a society can evolve and prosper is to find a way to give the minority a voice. Edward Snowden is an infrastructure analysis for the NSA. Snowden disclosed classified information to the general public and confidential government mass surveillance programs to the press. He was announced as the NSA’s public whistleblower. His views for these actions are based upon the underlining truths of both Burke and Mill’s theories. He believed that giving the minorities a voice in what their superiors are doing is the right thing to do. As Snowden stated in his interview â€Å"The public is owed an explanation of the motivations behind the people who make these disclosures that are outside of the democratic power.† (Kevin M. Gallagher) It is with his great power that they had to make a decision. Knowing he did not like the fact that the public does not know what he is capable of doing, does he tell everyone openly and possibly put himself at risk? Or does he keep everything still to himself and not worry about the following consequences or what could hap pen to him. Edmund Burke was a true leading figure of the conservative party. While he was writing his pieceShow MoreRelatedEssay about The Issues of Abortion and Gay Marriage1521 Words   |  7 Pagesand of course one conservative philosopher, Burke, to examine the different points of views. Stuart Mill will of course take the standpoint of the traditional liberalist values. Whereas Burke’s views will connect to some Liberalist principles, but for the most part will be more prone to the conservative principles of gradual evolutionary changes instead of revolutionary changes. John Stuart Mill is one of the most revered Liberalist philosophers of his time. Mill was one of the originalRead MoreTradition And Tradition Throughout Contemporary Life2102 Words   |  9 Pagescontemporary life? In your answer consider the views of Edmund Burke and J.S.Mills. Tradition can be defined as ‘The transmission of customs or beliefs from generation to generation, or the fact of being passed on in this way’ , a custom within tradition is a widely accepted way in which the individual behaves or acts specifically to the particular beliefs of the social group in which they adhere to. As modernity came to fruition, individualism that Mill’s proposed was so intrinsic to modernisation resulted

History - 611 Words

Discuss China in terms of being the MIDDLE KINGDOM, Population growth issues, and industralization. ** The term middle kingdom is the translation of the Chinese word which literally means middle kingdom or central country. As with most countries, the Chinese tendency was to view themselves as superior to and more advanced than their neighbors. They believed they had been specially chosen to enjoy dominion over neighboring lands. The term Middle Kingdom itself dates from between 1000 to 600 B.C. We see a resurgence in this concept of being the central country in China today. Their strong position economically, their growing military strength and their antagonism toward Taiwan are all†¦show more content†¦One of the biggest ones was on how they worked together and contributed much to their modern attitude towards the global economy. The one major back lash to all of this growth and advancement was Chinas forever growing population. There are a few factors that contribute to their rising population and they are as follows: China’s total fertility rate is 1.7, which means that on average each woman will give birth to 1.7 children throughout the continuation of her life. The necessary fertility rate for a reasonably stable population is 2.1: nonetheless, Chinas population is expected to break record highs and keep growing over the following decades. This can be contributed to immigration factors, and a decrease in infant mortality. Also decreases in death rate as national health improves. By late of last year, 2010, the expected population was estimated to be 1.4 billion people. It was estimated again around 2030 that the population was expected to decrease steadily. The part of Chinas main beliefs that held true even to this day is that of family. 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