Harvard Business Review Website Essay Example | Topics and Well Written Essays - 1000 words

Harvard Business Review Website - Essay Example Harvard Business Review Website The website provides an avenue where readers can access the articles on different business topics. Additionally, readers can follow their favorite topics on the platform quickly using the search button on the website. The online version of the Review provides readers and contributors with an interactive avenue. The users can interact with the contributors of specific articles by writing the reviews of the articles. On the other hand, the contributors can expound on particular aspects of their work to the readers through the comments and reviews section. The website allows users to access different numbers of articles based on their level of subscription. For example, new users on the site have access to only fifteen articles on monthly basis free of charge. Contrarily, subscribers to the website have unlimited access to various articles depending on their area of interest. The subscribers also have the freedom to comment on different articles by asking questions to the contributors. The Harvard Business Review website also allows users to specify the topics they can access. The specific content and updates on the website include sharing and saving capabilities, ability of following specific content and personalized recommendations. The site is designed to accommodate different devices such as tablets and mobile platforms, which provides users with a broad choice of reading platforms. The use of various devices allows users to access the website from various locations across the world.

Lieutenant Calley Essay Example for Free

Lieutenant Calley Essay There is a big difference between known facts and the reality especially when it comes to military matters. There is a definite chain of command in place and in most cases soldiers do not do their own bidding but have to obey orders from above. The case of Lieutenant William Calley in the My Lai Massacre is one of the cases that expose the kind of leadership that we have in our military which comes at the backdrop of many public outcry against such cowboy actions. To many civilians, this is seen as a frame where someone has to take the fall and this person is usually down in the chain of command. The interesting thing is that in these cases, there is no evidences to prove who actually gives command for execution of orders that are detrimental to human rights. Lieutenant Calley was an average person in education and military service and therefore there was nothing extra ordinary about him. Many of the fellow soldiers in his troop seemed to distance themselves from him since the media had found a perfect example to portray what was happening in Vietnam (Collins Williams, 2000). What he did was ethically and morally wrong but he alleges that a command had come from above and he was simply following orders from above (Allyne 2000). His character here comes out as someone who follows orders and is obedient although we cannot rule out the opposite. The in Vietnam was very unpopular and not many people supported it and looking at issue from sides, the case and evidence was going against the lieutenant. Soldiers are known to be people of high integrity and who regard morality highly and therefore there must have been other compelling external factors that caused him to call for the massacre. Family and friends had a different opinion on his character and mental sanity. They regarded him as an average boy who was incapable of committing the atrocities in Vietnam. Looking at his background, there was a lot that was happening and some of it might be evidence enough to suggest that it clouded and interfered with his actions. Calley’s parents were not doing well health wise with both of them suffering from diseases that are associated with old ages. diagnosed with a terminal form of cancer and his father suffered from health complications due to diabetes. Human psychology is very complex and the way people react to situations differently and the happenings at home might have led to mental instability. The environment in the war front exerts a lot of pressure on soldiers and added pressure from home or other external source is enough to reduce the credence of anyone in a position of leadership. Members of the public with knowledge of the case continue to have a negative a view of Lt. William Calley considering his role in My Lai massacre in Vietnam. The public’s feeling toward Lt. Calley is further influenced by the media coverage of his case since 1970s, especially considering that prosecution of the case was accusing of acting on the influence of senior decision makers in the military. The increase in the amount of information available to the public is aiding in the shift of public perception in favor of Calley. Indeed, the American people are coming to the understanding that yes, Calley was deeply involved in My Lai massacre, but he was not alone; those at their higher levels of the military’s decision making brogans who were never prosecuted. Despite the increase in the information available to the public, Calley is still regarded as a blood stained master minder of the massacre. This perception will only change if Calley himself tells the public of the My Lai story. As for the prosecutor, Lt. Calley was simply guilty. To critics, this form of incriminating stance was adopted by the prosecutor, based on the accounts which were issued to him by the Senior Army Personnel who were in control at the moment. To this effect, that Lt. Calley ordered the massacre in M y Lai is taken as the premise of the case, rather than the need to examine the chain of command under which Lt. Calley was acting and issuing orders. Many of soldiers that were in war at the time in Vietnam concur that the case of the massacre was not an isolated case but may have been one of the many happenings that are alleged to have taken place around that time. The situation on ground in a war zone is usually different from an ideal situation and therefore civilians are the worse people to judge military personnel. The happenings back at home might have interfered with his thinking which supports that he was acting on his own and not orders from above. It is therefore not easy to determine the basis upon which he used to instigate the massacre. References Allyne, W. (2002). A Look at the Vietnam Court Cases New York: McGraw Hill. Collins, P. and William, A. (2000). Lt. Calley’s Court Cases. New York: Prentice Hall. Trevino, Linda Nelson, K. (2007). Managing business ethics: Straight talk about how to do it right (4e). New York: Wiley and Sons.

Synthesis And Characterization Of Strontium Ferrite Environmental Sciences Essay

Synthesis And Characterization Of Strontium Ferrite Environmental Sciences Essay Strontium ferrite is a ferromagnetic material and reported as having hexagonal magnetoplumbite type (M-type) structure. It is the most widely used permanent magnets throughout the world, which account for about 90wt% of the annual production of permanent magnets. In this study, the strontium ferrite is synthesized using sol-gel methods and the magnetic properties were analyzed. Chapter 1 gave introduction about the structure of M-type hexagonal strontium ferrite. Besides, some general magnetic properties will be discussed. Commercial applications of strontium ferrite would be discussed as well. Chapter 2 is all about the experimental details, including the synthetic techniques used for strontium ferrite, description of instrument used and procedures carried out. Chapter 3 concentrated on the results on magnetic susceptibility of hexagonal strontium ferrite. Comparison between strontium ferrite and cation-substituted strontium ferrite was made. Chapter 4 concluded the whole investigation of this study. Suggestions for future studies were also discussed. Better understanding of the properties and practical applications of strontium ferrite can be achieved through this study. ABSTRACT The properties of magnetoplumbite type (M-type) hexagonal strontium ferrite has been investigated. The attempt of substitution of cobalt(II) oxide and titanium(IV) oxide in order to produce a quaternary system of the type SrO-Fe2O3-XO where X represents the dopant cation was made. The synthesis is based on sol-gel method where ethylene glycol is the gel precursor. This technique was employed because it was found to be able to produce nanoparticles of cation substituted strontium ferrite. Moreover, sol-gel method can produce high yields of strontium ferrite particles. Overall, the magnetic properties were observed to be change after the cation substitution. Co(II)-Ti(IV) substitution in SrFe12O19 with different ratios were made in this study to investigate the effect of cation substitution in magnetic properties of strontium ferrite. Co(II)-Ti(IV) substitution in strontium ferrite with mole ratio of 0.4 showed the best magnetic properties that we desired for. The mass susceptibility where X = 0.4 was found to be increase sharply compared to the unsubstituted one. Except the cobalt titanium substitution with mole ratio of 0.4, other cation substitution ratios showed decrease in mass susceptibility which is not desirable. Therefore the cobalt-titanium substitution for SrCoxTixFe12-2xO19 with X = 0.4 is the best to improve magnetic properties of strontium ferrite for various commercial applications. REVIEW Strontium ferrite has been a subject of continuous interest and intensive study for several decades due to the fact that this compound has been the the most widely used permanent magnets, which account for about 90wt% of the annual production of permanent magnets since shortly after its discovery in the 1950s. Strontium hexaferrite, SrFe12O19, is a ferrimagnet and is also known as ceramic permanent magnet. When compared with alnico-magnets, strontium ferrite has high coercivity, moderate remenance, corrosion resistance and excellent chemical stability [5]. Iron(III) oxide (Fe2O3) is the principal components in SrFe12O19 which gives rise to its magnetic properties. Within the five different crystallographic sites of strontium ferrite, the iron ions are coupled antiferromagnetically. Due to its high magnetocrystalline anisotropy field in its structure, SrFe12O19 exhibits high saturation magnetization and high coercivity [1]. The high magnetic permeability in strontium ferrite enables i t to store strong magnetic fields, which is stronger than iron. Strontium ferrite is often produced as nanoscale size powder, which can be sintered into solid cores. Strontium ferrite has been used for several important industrial applications, such as permanent magnets, microwave devices and high density perpendicular recording media, with proper doping in order to improve properties of strontium ferrite [1]. SrFe12O19 has also been investigated as a medium for magnetic recording and magneto-optical recording and for long (millimetre)-wave devices [2]. Efforts have made to the development of novel synthetic methods which facilitate the production of fine hexagonal ferrite particles and to possible ways of reducing their high intrinsic magnetocrystalline anisotropy. The objective in this study was to attempt the synthesis of cation substituted M-type hexagonal ferrite SrCoxTixFe12-2xO19 using the sol-gel method. The sol-gel method has been used widely to produce fine particles of a variety of oxides. The effect of doping strontium ferrite with cobalt (II) and titanium (IV) oxides to produce quaternary systems of SrO-Fe2O3-XO, where X represents the dopant cation would be tested. The fine particles of cation substituted ferrite produced by using sol-gel technique is desirable because the grain size of the materials used in magnetic recording is the main factor determining the level of background noise at low density. Magnetic properties of strontium ferrite would be focus in this study. Magnetic susceptibility balance would be used to determine the mass susceptibility for both strontium ferrite and cation-substituted strontium ferrite produced using the sol-gel method. The mass susceptibilities of the samples were compared to determine the optimum amount of cation needed to dope to ferrite to give the best magnetic behaviour. CRYSTAL STRUCTURE OF M-TYPE HEXAGONAL SrFe12O19 According to crystalline structure, hexaferrite can be classified into four types, these include M, W, Y and Z types hexaferrites which correspond to (SrO + MeO):Fe2O3 ratios of 1:6, 3:8, 4:6 and 5:12 respectively. SrFe12O19 is classified as M-type hexaferrite. The hexagonal SrFe12O19 was first prepared by Adelsk ¨old in 1938 [2]. He also confirmed that the crystal structure of this compound to be iso-structural with the naturally occurring ferrite mineral magnetoplumbite, and therefore it has the M-type structure. Later structural refinements for strontium hexaferrite have confirmed his determination [2]. Strontium ferrite is classified as hexagonal ferrite. It is denoted as having the space group P63/mmc. According to the research made by Kimura et al, the lattice parameters measured are found to be: a = 0.588 36nm and c = 2.303 76nm at room temperature [2]. As shown for M-type hexaferrite BaFe12O19 in Fig. 1.1, the crystalline structures of different types of hexaferrites are remarkably complex. The unit cell contains ten oxygen layers. A unit cell is sequentially constructed for four blocks, they are S (spinel), R (hexagonal), S* and R*. The S and R blocks have equivalent atomic arrangements and are rotated around the c-axis at 180 ° with respect to S* and R* blocks. R or R* block consists of three O2à ¢Ã‹â€ Ã¢â‚¬â„¢Ã‚  layers while S or S* block contains two O2à ¢Ã‹â€ Ã¢â‚¬â„¢Ã‚  layers; with one oxygen site in the middle layer substituted by a Ba2+  ion [16]. The structure of strontium ferrite is similar to that of barium ferrite, by just substituting the barium ion with strontium ion. Fig.  1.1:  Structure of barium hexaferrite Occasionally, a unit cell is comprises of two formula units. The unit cell consists of 64 ions per hexagonal unit cell, which are 2 strontium ions, 38 oxygen ions and 24 ferric ions. The structure of magnetoplumbite are made of a layer of hexagonal close packed arrangement of oxygen and strontium ions, which is sandwiched between two spinal blocks containing a cubic close-packed arrangement of oxygen atoms with iron atoms. The iron atoms are positioned at five interstitial crystallographically different cation sites of the close-packed layers, namely 4f1 (tetrahedral site, A sites), 12k, 4f2, 2a (octahedral sites, B sites) and 2b (trigonal bipyramidal site) [15]. The tetrahedral iron oxide is FeO4, octahedral iron oxide consists of six oxygen ions, which is FeO6, and the formula for trigonal bipyramidal iron oxide is FeO5. A schematic M-type structural representation and the five Fe3+ sites are shown in Fig. 1.2 by Collomb et al. [15]. Figure 1.2: The crystal structure sketch map of the hexagonal M-type phase and the five Fe sites with their surroundings are displayed. The 2b sites only occur in the same layer with strontium ion. 12k site is the octahedral site of S and R blocks. There are two tetrahedral (4f1) sites and one octahedral (2a) site in centre of S block. The two octahedral (4f2) sites are found in the R block, adjacent to the strontium-containing layer. The M-type structure of strontium ferrite gives rise to its magnetic properties. Cation substitution to strontium ferrite may give chances whereby altering the structure and thus influence the magnetic properties. MAGNETIC PROPERTIES OF M-TYPE HEXAGONAL SrFe12O19 Strontium hexaferrite is a ferrimagnetic material. Since the free electrons in SrFe12O19 are in close proximity and remain aligned even the external magnetic field have been removed, it is able to retain a permanent magnetic field and is recognized as ferrimagnetic material. In 1950s Gorter predicted that the iron ions at the trigonal bipyramidal (2b) and octahedral (2a, 12k) sites have their spin orientation antiparallel to that of the iron ions at the 4f sites [2]. The antiparallel 4f1 and 4f2 and parallel 2a, 12k and 2b sublattices form the ferrimagnetic structure. The magnetic ordering corresponding to the magnetoplumbite structure of hexagonal strontium ferrite is well illustrated in Fig. 1.3. In S block, the majority ÃŽÂ ±-sublattice consists of four octahedral ions and the minority ÃŽÂ ²-sublattice contains two tetrahedral ions whereas R block contributes three octahedral ions and one trigonal ion to the majority sublattice and two octahedral ions to the minority sublattice. Figure 1.3: The schematic structure (left) of the SrFe12O19 with Gorters magnetic ordering (middle) along the c-axis. The large open circles are oxygen ions, the large broken circles are Sr ions; small circles with a cross inside represent Fe ions at 12k, small circles containing a filled circle inside represent Fe ions at 4f2, small unfilled circles represent Fe ions at 4f1, filled small circles represent Fe ions at 2a and small circles with a unfilled circle inside represent Fe ions at 2b. The magnetic structure suggested by Gorter is shown on the right, where the arrows represent the direction of spin polarization. From Fig. 1.3, we can summarizes the sites of Fe(III) ions corresponding to the spin direction, as in Table 1.1. Site Coordination Occupancy Direction of spin polarization 12k Octahedral 12 Up 2a Octahedral 2 Up 2b Trigonal Bypiramidal 2 Up 4f1 Tetrahedral 4 Down 4f2 Octahedral 4 Down Table 1.1: Fe(III) ion sites in M-type hexagonal ferrite Hysteresis Loop The magnetic properties of strontium ferrite can be examined through hysteresis loops. Hysteresis loop can be measured using instruments such as Vibrating Sample Magnetometer (VSM) and SQUID Magnetometry Measurements. When a magnetic material is placed in a magnetic field, the flux density (B) would lags behind the magnetizing force (H) that causes it, and this form hysteresis loop. From a hysteresis loop, we can identify the magnetic properties of the material, they are saturation magnetization, remanence or also known as remnant magnetization, and coercivity. A typical hysteresis loop is well illustrated in Fig. 1.4. Figure 1.4: Typical hysteresis loop (B-H curve) Initially, there is no applied magnetic field and it is known as unmagnetized state. After magnetic field is applied, it causes alignment. Until maximum magnetizing force applied, maximum flux density achieved at the same time and this phenomenon is known as saturation magnetization. At this point, the maximum number of spin has mobilized. Saturation magnetization is defined as the maximum possible magnetisation of a material. It is also a measure of strongest magnetic field a magnet can produce. The unit of saturation magnetization is in amperes per meter. Strontium ferrite is having high saturation magnetization at which it can store high amount of magnetizing force. As the magnetizing force being slowly removed, the alignment stays at the point where H = 0, this is known as remnant magnetization. Remnant magnetization is the magnetization left in a permanent magnet after an external magnetic field is removed. When a magnet is magnetized, it has remanence. It is usually measured in unit Tesla. Strong permanent magnet such as strontium ferrite has high remnant magnetization which means the high amount of magnetic force remains in it even after the magnetizing force is removed. As form Fig. 1.4, negative magnetic field is applied to demagnetize the permanent magnet. When the flux density (B) = 0, there is no magnetizing force remain in the magnet and the negative H needed to demagnetize the magnet is known as coercivity. Negative H is the magnetic field applied in opposite direction. Coercivity is measured in unit amperes per meter. Due to its high uniaxial magnetocrystalline anisotropy with an easy axis of magnetization along the hexagonal c-axis in the structure, SrFe12O19 has high coercivity. Anisotropy is directional or orientational effects in crystal structure of materials which can provide better magnetic performance along certain preferred axis. Therefore, we need to apply high negative magnetizing force to demagnetize strontium ferrite. Attempts have to be made to lower down the coercivity of strontium ferrite for usage. Units in Magnetism The units used in magnetism can be divided mainly into two categories, SI system and c.g.s system. The conversion table shown in Table 1.2 is to clarify the magnetism formulas in both SI and c.g.s systems and the conversion factors between them. Quantity Symbol SI Unit SI Equation c.g.s Unit c.g.s Equation Conversion Factor Magnetic Induction B tesla (T) B= µo(H+M) gauss (G) B = H+4à Ã¢â€š ¬M 1 T = 104  G Magnetic Field Strength H ampere/meter   (A/m) H = NÃÆ'-I/lc   ( lc magnetic   path, m) oersted (Oe) H = 0.4à Ã¢â€š ¬NÃÆ'-I/lc (lc magnetic   path, cm) 1 A/m =   4 à Ã¢â€š ¬ÃƒÆ'-10-3  Oe Magnetic Flux ÃŽÂ ¦ weber (Wb) ÃŽÂ ¦ = BÃÆ'-Ac (Ac area, m2  ) maxwell (M) ÃŽÂ ¦ = BÃÆ'-Ac (Ac area, cm2  ) 1 Wb = 108  M Magnetization M ampere/meter (A/m) M=m/V (m- total magnetic moment,   V- volume, m3  ) emu/cm3 M=m/V (m- total magnetic moment,   V- volume, cm3  ) 1 A/m = 10-3   emu / cm3 Magnetic Permeability of Vaccum  µo newton/ampere2  µo= 4à Ã¢â€š ¬ÃƒÆ'-10-7 1 4à Ã¢â€š ¬ÃƒÆ'-10-7 Inductance L henry L=ÃŽÂ ¼oÃŽÂ ¼N2Ac/lc (Ac- area, m2,   lc magnetic path, m) henry L=0.4à Ã¢â€š ¬ÃƒÅ½Ã‚ ¼N2Ac/lcÃÆ'-10-8 (Ac-area, cm2,   lc magnetic path, cm) 1 Emf (voltage) V volt V=-NÃÆ'-dÃŽÂ ¦/dt volt V=-10-8NÃÆ'-dÃŽÂ ¦/dt 1 Note: In the above equations, I = current (in amps), N = turns Table 1.2: Magnetism formulas in SI and c.g.s systems and their conversion factors for the magnetic units. 1.4 PHOTOLUMINESCENCE PROPERTIES OF SrFe12O19 According to the study of G. B. Teh et.al [3] on strontium ferrite, strontium ferrite was found to exhibit photoluminescence behavior. When a sample of strontium ferrite is excited at a certain wavelength, highest intensity of photoluminescence emission peaks was obtained. The ability of strontium ferrite to photoluminesce could be due to the oxygen vacancies in their lattice structure. The oxygen vacancies are assumed to cause the particles to exhibit photoluminescence behavior by acting as traps for mobile excitation. The oxygen vacancies have effective +2 charges, making them powerful electron capture centers. Valence electron would gain sufficient energy to jump from the valence band to the conduction band and leaving a gap known as hole during excitation. F-centers, which is the region where contain high amount of electrons would formed when the excited electrons being trapped in oxygen vacancies. These rich electron centers would lead to emission of luminescence when the holes and electrons recombine. 1.5 SYNTHESIS ROUTE OF SrFe12O19 The processing routes used for synthesis of strontium ferrite affect its properties much. Traditionally, this ferrite powder is synthesized by a mixed oxide ceramic method, which involves the solid-state reaction between SrCO3 and Fe2O3 at a high calcination temperature (about 1300 °C). However, uncontrolled particle morphology, larger particle size and agglomerates would be the biggest disadvantages of this technique. Besides, contamination would be introduced to the sample while subsequent milling of the calcined ferrite powder and this would affect the magnetic properties become less desirable. Therefore, the narrowed particle size distribution, refined particle size and minimal particle agglomeration has been the main concern during the synthesis of strontium ferrite. In order to improve the magnetic properties, numerous nonconventional soft synthetic routes have been carried out, including sol-gel synthesis [3], hydrothermal reaction [6], co-precipitation [7], citric acid method [8] and microemulsion processing [10]. In this study, the synthesis of strontium ferrite employed the sol-gel technique. It is a wet chemical route employing ethylene glycol as gel precursor. Sol-gel technique is the technique of using chemical substances which have high solubility in organic solvents to synthesize precursor compounds. The compounds are easily transformed into hydrated oxides on hydrolysis. The metal alkoxides formed can be removed easily using hydrolysis and thermal treatment and therefore results in hydrated oxides which are highly purify. Sol-gel method is used in this study because of its many advantages. Sol-gel technique is able to produce homogeneous nanosized crystallites. This method is tend to give shaped materials directly from a solution without passing through the powder processing and the fact that the annealing temperature is very low compared with other conventional technology. The crystalline size and properties of the ferrite produced are largely affected by calcinations temperature [3]. Sol gel method has the advantage that the crystal growth of particles is easier to control by varying the heat treatment [11]. It was reported that at 500ËÅ ¡C it produced only maghemite, ÃŽÂ ³-Fe2O3. A mixed product of magnetic ÃŽÂ ±-Fe2O3 and M-type SrFe12O19 were obtained at 600ËÅ ¡C. As the calcination temperature increase to 800ËÅ ¡C and above, there are only M-type SrFe12O19 phase was observed. Sol-gel synthesis is able to produce high yields of SrFe12O19 nanoparticles. It is also able to prod uce nanocrystallite of cation substituted SrFe12O19. Nanoparticle size of strontium ferrite is desirable and aimed to synthesize because nanoparticles tend to give better magnetic properties. Nanoparticles give few magnetic domains, probably single domain. Single domain tends to give higher magnetic induction because there are no oppose magnetic domain. Single domain aligns in one direction only. These properties are ideal for the making of permanent magnet. 1.6 CATION SUBSTITUTION IN SrFe12O19 In order to improve the magnetic properties of strontium ferrite, many studies have been carried out. One of them is cation substitution in strontium ferrite. Rare earth and other metal cations are used for substitution for strontium and iron respectively [5]. The pair doping of SrFe12O19 such as a La-Co pair to replace a Sr-Fe pair has been tested [14]. The doping, or known as cation substitution, is aim to improve the magnetic properties of strontium ferrite. Cation substitution results in structural changes in strontium ferrite. As the physical properties of ferrite change, the magnetic properties would be affected due to the fact that magnetic properties are determined by the arrangement of iron ions in crystal structure. In this study, Co-Ti pair will be doped to the strontium ferrite. Cobalt titanium substitution will produce a quaternary system of the type SrO-Fe2O3-AO where A represents the dopant cation.The cobalt titanium substitution gives rise to the new formula, SrCoxTix Fe12-2xO19 where X is the number of mole of cation substituted in. 1.7 Commercial Applications Strontium ferrite is widely used as permanent magnet because it has direction of easy magnetization and the hexagonal c-axis which are perpendicular to the plane of the plate. The properties that are desirable in using as permanent magnet include high saturation magnetization, high remnant magnetization, high coercivity, high Curie temperature and high magnetocrystalline anisotropy. Besides, SrFe12O19 is also commonly used in high-density data storage magnetic recording media. Nanoparticles of SrFe12O19 with single domain and low coercivity are crucial in used for magnetic recording media. M-type strontium ferrite nanoparticles have attracted much attention due to their good frequency characteristic, low noise, high output, in particular, excellent high frequency characteristic and wide dynamic frequency range [4]. There are two types of recording medium, namely particulates and thin films. Tape and floppy is categorized in particulate and hard drive is belongs to thin film. Information is stored by magnetizing material. The recording head can apply magnetic field (H) and align domains to magnetize the medium. It can also detect a change in the magnetization of the medium. Magnetic recording media prefers high saturation magnetization; make it to store as much information. High value of remnant magnetization is required in recording media to make sure that all m aterials stored in the hard disk still remained even the power supply (applied magnetic field) is switched off. Low coercivity is important in magnetic recording media. When the positive magnetic field is applied, this charging manages the medium to store data. On the other hand, negative magnetic field applied to retrieve back the data, this is called discharges. Therefore, less current is needed to retrieve the data in the low coercivity medium. As a result, less heat generated and this saves the electricity. In general, strontium ferrite has high value of uniaxial anisotropy field, high coercive force and high saturation magnetization. The high coercivity of strontium ferrite has to be lowered down and saturation magnetization has to be simultaneously increased if it is to be useful for magnetic recording purposes. It has been reported that the substitution of cations such as Co(II) for the ion Fe(III) in strontium ferrite has lowered the coercive force. Therefore, many studies were carried out to achieve better magnetic properties of strontium ferrite for commercial applications. CHAPTER 2: EXPERIMENTAL Sample Preparation Synthesis of M-type SrFe12O19 Synthesis of Cation Substituted SrFe12O19 Sample Characterization Magnetic Susceptibility Balance MK1 2.1 Sample Preparation 2.1.1 Synthesis of M-type SrFe12O19 The sol-gel technique was used to synthesize M-type SrFe12O19 whereby the ethylene glycol acts as gel precursor. The starting materials, strontium nitrate, Sr(NO3)2 and iron(III) nitrate-9-hydrates, Fe(NO3)3 ·9H2O were used due to their high solubility in ethylene glycol. Calculation below was made to determine the weight of materials needed to be used. Relative Molecular Mass of materials: Strontium nitrate, Sr(NO3)2 = 211.63 g/mol Iron(III) nitrate-9-hydrates, Fe(NO3)3 ·9H2O = 404 g/mol (Note: All answers have to be converted into 3 significant figures.) No. of mol of 1 g Sr(NO3)2 = Mass of Sr(NO3)2 RMM of Sr(NO3)2 = 1g 211.63g/mol = 4.725210-3 mol Sr : Fe = 1 : 12 No. of mol of Fe(NO3)3 ·9H2O needed = 4.725210-3 mol x 12 = 5.670210-2 mol Mass of Fe(NO3)3 ·9H2O needed = No. of mol of Fe(NO3)3 ·9H2O needed x RMM of Fe(NO3)3 ·9H2O = 5.670210-2 mol x 404g/mol = 22.9 g From the calculation, 1g of strontium nitrate and 22.9g of iron(III) nitrate-9-hydrates were needed in the synthesis and were weighted. Strontium nitrate would provided 1 mol of strontium ions and iron(III) nitrate-9-hydrates would provided 12 mol of iron ions in the synthesis of strontium ferrite, which matched the molecular formula of SrFe12O19. The strontium nitrate and iron(III) nitrate-9-hydrates were readily dissolved in ethylene glycol with slight heat applied due to their high solubility in it. The mixture was heated slightly and stirred with a magnetic bar until the mixture was fully dissolved. The resultant solution is in transparent reddish color. The magnetic stirring bar was removed. The mixture was heated to 100 °C and it would slowly transform into a gel form. The gel was dried with continuous heating at 100 °C for 3 hours. The dried gel was then transferred to a crucible to remove traces of organic precursor. A mixture of metal oxides in dispersed nanoclusters form was obtained. The dried gel was then annealed in a furnace at 800 °C for 3 days with extensive ground with a pestle in a mortar after annealed at interval of each day. 2.1.2 Synthesis of Cation Substituted SrFe12O19 Cation substituted strontium ferrite was synthesized by using cobalt(II) ions and titanium(IV) ions to substitute the iron ions in M-type hexagonal strontium ferrite. The substitution of Co(II) and Ti(IV) gives the compound a new molecular formula, which is SrCoxTixFe12-2xO19 where the x denoted different ratios. In the synthesis of cation substituted SrFe12O19, the ratios of cations used, x, is in between 0.2 to 6.0 (0.2 à ¢Ã¢â‚¬ °Ã‚ ¤ x à ¢Ã¢â‚¬ °Ã‚ ¤ 6.0), where x = 0.2, 0.4, 0.6, 0.8, 1.0, 2.0, 3.0, 4.0, 5.0 and 6.0. The same method described in section 2.1.1 was used for the synthesis, by only adding two new starting materials, which are the cobalt(II) nitrate and titanium(IV) ethoxide to give the Co2+ and Ti4+ cations. Calculation as described below was made to calculate the weight of materials needed respectively. Relative Molecular Mass of materials: Strontium nitrate, Sr(NO3)2 = 211.63 g/mol Iron(III) nitrate-9-hydrates, Fe(NO3)3 ·9H2O = 404 g/mol Cobalt(II) nitrate, Co(NO3)2.6H2O = 291.04 g/mol Titanium(IV) ethoxide, Ti(CC2H5)4 = 228.11 g/mol (Note: All answers have to be converted into 3 significant figures.) Example used for the calculation: SrCo0.2Ti0.2Fe11.6O19, x= 0.2 No. of mol of 1 g Ti(CC2H5)4 = Mass of Ti(CC2H5)4 RMM of Ti(CC2H5)4 = 1g 228.11g/mol = 4.383810-3 mol 0.2 mol of Ti needed 1 mol of Sr. 4.383810-3 mol of Ti needed (4.383810-3 mol x 1) mol of Sr. 0.2 Therefore, 0.021919 mol of Sr is needed. Mass of Sr(NO3)2 needed = 0.021919mol x 211.63 g/mol = 4.64 g 0.2 mol of Ti needed 11.6 mol of Fe. 4.383810-3 mol of Ti needed (4.383810-3 mol x 11.6) mol of Sr. 0.2 Therefore, 0.25426 mol of Fe is needed. Mass of Fe(NO3)3 ·9H2O needed = 0.25426mol x 404g/mol = 103 g Mass of Co(NO3)2.6H2O needed = 4.383810-3 mol x 291.04g/mol = 1.28 g The calculation above were used to calculate the weight of starting materials needed for other cation ratios, x for 0.4, 0.6, 0.8, 1.0, 2.0, 3.0, 4.0, 5.0 and 6.0 respectively as well. The weight needed for each material was tabulated in Table 2.1. x Weight of materials needed (g) Sr(NO3)2 Fe(NO3)3 ·9H2O Co(NO3)2.6H2O 0.2 4.64 103 1.28 0.4 2.32 51.4 1.28 0.6 1.55 31.9 1.28 0.8 1.11 23.0 1.28 1.0 0.93 17.7 1.28 2.0 0.46 7.08 1.28 3.0 0.31 3.54 1.28 4.0 0.23 1.77 1.28 5.0 0.19 0.71 1.28 6.0 0.15 0.00 1.28 Table 2.1: Weight of materials needed for synthesis of Co(II)-Ti(IV) substituted strontium ferrite For the series of different substitution ratios (x), the corresponding strontium nitrate, iron(III) nitrate-9-hydrates, cobalt(II) nitrate and titanium(IV) ethoxide were weighed and dissolved in 100ml ethylene glycol. The oxides obtained after ignition were then annealed in a furnace at 800 °C for 3 days with extensive ground with a pestle in a mortar after annealed at interval of each day. The preparation for strontium ferrite and cation substituted strontium ferrite is shown in Fig. 2.1 in flow chart array. Figure 2.1: Schematic diagram of the procedure for synthesis of strontium ferrite and cobalt-titanium substituted SrFe12O19. Sample Characterization Magnetic Susceptibility Balance MK1 The magnetic properties of strontium ferrite and cobalt-titanium substituted strontium ferrite produced by the method described above were examined using the Magnetic Susceptibility Balance MARK 1 (MK1) by Sherwood Scientific Ltd, England. The magnetic susceptibility balance apparatus was shown in Fig. 2.2. Figure 2.2: Magnetic Susceptibility Balance MK1 by Sherwood Scientific Ltd, England. The basic design principle of Magnetic Susceptibility Balance MK1 was shown in Figure 2.3. Magnetic Susceptibility Balance determines the magnetic properties by placing two couple of moving magnets with the beam in between where the stationary sample is ready to be measured. Basically, the possible deflection in the beam and the movement being made of a particular sample either solid or liquid could be observed in a balanced system which possesses a magnetic field. Meanwhile, the coil within the instrument is conducted with current required in order to make compensation of the magnetic force produced by the sample. Either paramagnetic or diamagnetic could be resolved in a plus or minus relatively on display with the aid of the direction that the beam swifts. Figure 2.3: Basic design principle of Magnetic Susceptibility Balance MK1 by Sherwood Scientific Ltd, England. Magnetic susceptibility is defined as when the magnetising field is applied to the sample, how much is the ratio of the intensity of magnetism induced by the sample in response to the magnetising field which it is subject. In this experiment, mass susceptibility was the main concern. Mass susceptibility, xg, is defines by the mathematical formula below: à °Ã‚ Ã¢â‚¬ËœÃ‚ ¥g= à °Ã‚ Ã¢â‚¬ËœÃ‚ ¥v/d Where d = density of substance à °Ã‚ Ã¢â‚¬ËœÃ‚ ¥v is the volume susceptibility, calculated by using the formula: à °Ã‚ Ã¢â‚¬ËœÃ‚ ¥v = I/

Levels Of Analysis And The Stu Essay -- essays research papers

Three levels of analysis, each with its own distinct strength, reveals three different ways of understanding international relations. The first states that all nation-states behave similarly, the second emphasizes the unique internal factors of a nation-state, while the third level of analysis focuses on the individual deciding a state’s course of action. Each level of analysis is useful in the study of international relations. Indeed, used all together, it is not long before arriving at a point where a vast number of explanations for the actions of a country are brought to light. However, to best understand international relations, one level of analysis is more useful than the rest, because it provides the most comprehensive investigation into the conditions which influence a nation’s actions. This, most involved level, is the third level of analysis: it takes into account the not simply the individual who ultimately makes the decision, but the individuals who influence the decision-making individual, as well as what might influence those who exert their influence. Because the third level of analysis is so in-depth, it can discover the deeper reasons behind an action taken by a nation, even possibly finding fault in a conclusion made by the first or second level of analysis. More so, what makes this level the best means to understand international relations is that because the third level of analysis considers what influences might effect the decision-making individual, and therefore it can be seen upon a closer examination that the inferences found in first and second levels of analysis can furthermore be found within the third level of analysis. So then, the third level of analysis is the best level at which to approach the study of international relations.   Ã‚  Ã‚  Ã‚  Ã‚  As previously stated, the third level of analysis encompasses all the possible influences upon the decision making individual. Unlike level one and level two, the third level of analysis can go beyond the assumption of a monolithic state. In addition, it can do so without losing the ability to consider the state as such. Depending on the model used, the level three analysis can either probe into a deeper dimension to seek out the reasons for a state’s behavior by looking at different groups that influence the decision maker (as in the organi... ...lusions about how and why a county may react; yet, to fully understand what drives these actions it is necessary to take a level three approach. It probes into the depths of the decision making process and exposes the limitless possibilities created by influences and perceptions. And it does this without losing its capacity for a simple approach; thus, giving it a distinct advantage over the other two levels of analysis. Using the chess game analogy, it can focus on each of the individual pieces used in the game, or simply the person playing it. In addition, another advantage of the level three analysis is that it encompasses all the basic elements of the first and second levels because of its capacity to examine the perceptions of the individual originating from their individual applications of the first and second levels of analysis. The level three analysis cuts to the core of the decision making process, and afterall, countries take the course of action that their leaders dec ide. It is only at this level that a full and completely comprehensive understanding can be reached; and therefore, the third level of analysis is the best approach to the study of international relations.

Humanities of Hamlet Essay

The humanities, like most academic disciplines, face questions of popular and public perception. The sciences, for instance, increasingly attract challenges, sometimes of dubious validity, from passionate advocates of so-called ‘deep ecology’ outside the academy, and from postmodern science studies within it. Educationists worldwide face growing discontent with the quality and character of public education. Anthropologists fend off endemic charges of political incorrectness while struggling with the possible demise of their discipline. The fine arts have become inured to occasional ugly public confrontations and persistent bland dismissal by majority opinion. The humanities, it seems, are not alone in feeling the need to clarify their relations with the public. Some of the needed elucidation is trivial, but deserving of wide public dissemination, debate and consideration: for instance, the vocational contribution of the humanities is often misunderstood. Other matters are more fundamental. They have to do with understanding the value of the humanities in relation to the cultural formation of human beings. In South Africa the humanities stand in particular need of winning broader public acceptance and support because they are repositioning themselves in what is in significant respects a new country. Internal scrutiny and revision need to be accompanied by renewal of public understanding, both with regard to potential recruits to the disciplines (students and their parents, for instance) and in terms of the value placed on the humanities by employers and decision-makers in society. Vocationalism Let us begin with the trivial. It is often said that the university is the natural home of those who seek answers to the big questions. Well, here are some big questions: The science graduate asks, ‘Why does it work? ’ The graduate in accounting asks, ‘How much will it cost? ’ The management graduate asks, ‘When can you have it ready? ’ The humanities graduate asks, ‘And will it be French fries or a jacket potato? ’ The apocryphal charge here is that the humanities are all very well, but they don’t put supper on the table. They don’t lead to satisfying and lucrative careers. This is a very common public perception, especially in South Africa where the newly enfranchised middle classes are keen to  consolidate their financial position, while those who anticipate the pressure of redress and affirmative action policies want blue-chip international career qualifications to protect them from policy-weighted competition. How valid is the perception? Confronting the issue in their own particular context, the Social Sciences and Humanities Research Council of Canada set out to demonstrate to society at large, and those who carry weight in the central economy in particular, that the humanities are in fact a good social investment. The Council commissioned a well-respected economist from the University of British Columbia, Robert Allen, to study the impact of investment in the Social Sciences and Humanities on the country’s economic viability in the global arena. He produced two reports (Allen 1998, 1999), and some of his key findings were as follows: Graduates in humanities and social sciences readily find jobs and generally earn high incomes (according to data obtained from Statistics Canada) The unemployment rate among university graduates in humanities and social sciences aged 25-29 is significantly lower (5.8%) than the unemployment rate among graduates of technical, vocational or career programs (findings based on 1991 census data) Most graduates in humanities and social sciences are employed in a professional or managerial capacity (50-80%). That is compared to 60% of counterparts with university degrees in commerce and 23-35% of individuals with technical or vocational diplomas Cost-benefit analysis shows the rate of return to society as follows: Education (10%) Social sciences (9%) Engineering (7. 9%) Humanities (7. 8%) Maths and the physical sciences (7.4%) All university programs analysed in the report in terms of their costs and benefits yield a social rate of return that exceeds the real interest rate in Canada today. These economic analyses were accompanied by other measures. For instance, in support of the findings, a meeting of 15 chancellors of universities in the province of Ontario issued a statement on the value of the Liberal Arts: The liberal arts and sciences must continue to be a seminal part of Ontario’s higher education. This is a practical idea as well as a philosophical one. A number of recent studies have clearly underlined that a well-rounded, general education – learning to think, to write and to express one’s ideas clearly – is as valuable to future employability as technical or technological training. (http://www. trainyourbrain. ca/english/supporters/chancellors. html) Perhaps carrying more weight in relevant quarters than the views of the chancellors (which might, of course, be interpreted by sceptics as merely selfserving conservatism), was an associated statement put out by 30 CEO’s of leading Canadian Hi-tech companies in which they affirmed, ‘We stand with the chancellors of Ontario’s universities. Their document urges: Yes, this country needs more technology graduates, as they fuel the digital economy. But it is impossible to operate an effective corporation in our new economy by employing technology graduates alone. We have an equally strong need for those with a broader background who can work in tandem with technical specialists, helping create and manage the corporate environment. A liberal arts and science education nurtures skills and talents increasingly valued by modern corporations. Our companies function in a state of constant flux. To prosper we need creative thinkers at all levels of the enterprise who are comfortable dealing with decisions in the bigger context. They must be able to communicate – to reason, create, write and peak – for shared purposes: For hiring, training, managing, marketing, and policy-making. In short, they provide leadership. (http://www. trainyourbrain. ca/english/tools/ceo. html) Clearly, these CEOs are no apologists for irrelevancy, ‘fuddyduddy-ism’ or aristocratic, leisure-class values. They are arguing in the best interests of their companies, as part of a concerted campaign to counter popular misperceptions concerning the value of the humanities to the Canadian economy. What about South Africa? This is no doubt heartening for advocates of the humanities; but that was Canada, this is South Africa. In the years immediately following our transition to democracy, Canada was ranked first in the United Nations’ Global Human Development Ratings: South Africa stood at ninety-third (Africa Institute 1996: 24). 1 Might there be grounds for comparison? Would similar findings emerge here? The late Jacob Bronowski, well-known for his contributions to the public understanding of science, put forward with admirable lucidity his view that the kind of society humanity seeks to create is identical with one which enables the work of science (and the arts) to proceed. He writes: As a set of discoveries and devices, science has mastered nature; but it has been able to do so only because its values, which derive from its method, have formed those who practise it into a living, stable and incorruptible society. Here is a community where everyone has been free to enter, to speak his mind, to be heard and contradicted – – The society of scientists is simple because it has a directing purpose: to explore the truth. Nevertheless, it has to solve the problem of every society, which is to find a compromise between man and men. It must encourage the single scientist to be independent, and the body of scientists to be tolerant. From these basic conditions, which form the prime values, there follows step by step a range of values: dissent, freedom of thought and speech, justice, honour, human dignity and self-respect. Our values since the Renaissance have evolved by just such steps. (74-75) Let us accept, for the sake of argument, Bronowski’s idealistic description of science and the community of scientists, and fully acknowledge the tremendous achievements of science, associated with the pursuit of these values. For all its omissions and exclusions, the kind of society portrayed by Bronowski is attractive both to those who adhere to creative exploration as a primary human motivation (mainly the well-to-do), as well as those for whom the increasingly widespread satisfaction of basic human needs is of primary importance. Yet can it plausibly be argued that the stable, ordered society science needs to make its optimal impact will result primarily from a concentration on science or, more mundanely, on maths, science and technology in general public education? Science (as opposed to scientists) has very little to say about how human life should be lived, even by implication. Secondly, the serious pursuit of scientific knowledge has always been a minority undertaking, and the delicious puritanism celebrated by Bronowski is undermined at every point by human nature. Truth-seeking is compromised by self-aggrandisement, lack of initiative, cultural dissonances, wayward appetites, untoward psychological complexities, sloth, factionalism, poverty, dogmatism and stupidity – all the regrettable variations that complicate (and embellish) human experience. Material progress alleviates some of these features and aggravates others, but in all societies, the true scientific proclivity is a minority interest, even among those equipped merely to make use of scientific findings, and who rely on them in their daily work and other interests. Bronowski has, in important respects, got it wrong. Science depends for its very survival upon the creation of a society which respects the values of science and permits them to thrive, and that can only be a society in which the values of the humanities have taken root, are constantly reviewed and renewed, and are shared by the overwhelming majority of the citizenry. It could plausibly be argued that this country needs the humanities even more than a society like Canada. Consider, as one example, the AIDS crisis in South Africa: the belated response to the situation, the culpable delays, the fatuous controversy over antiretrovirals and their provision to sufferers. Is this crisis the result of scientific failure? No, the science is there. The crisis has been the result of poor leadership, political obfuscation, power-plays, cultural regression, lack of social integration and poor, under-trained governmental bureaucracy. Similarly in the local government environment: it is not paucity of maths and science education that challenges programme delivery; it is the poverty of middle-order leadership, the inability to delegate effectively, the lack of initiative and capacity in ordinary civil and bureaucratic functions. The planning is often in place, but the general level of education and its social orientation is inadequate to make effective use of it. In addressing such shortcomings a key misapprehension is the assumption that because the country is desperately short of scientists and technologists, maths and science must be an absolute priority in our schooling system. This is to mistake the part for the whole. The fact is that many children – not only South African children – because of innate disposition, home background or poor education, are light-years from the possibility of attaining a marketable competence in maths or science2, yet they may be highly intelligent and suited to a great many useful, even exalted, functions in government and the economy. Given good teaching, they can learn to think well and searchingly about deep issues that plague contemporary society. It does not take profound mathematical understanding to read a balance sheet, or even to lead a large corporation. Statistical projections, financial control and scenario-planning are service functions, not necessarily leadership tasks. Yet the myth is steadily propagated that mathematical intelligence, more so even than scientific literacy, is what South Africa needs. This is a harmful distortion. Of course we need mathematicians and scientists, as many as we can produce, but unaided they will not be able to deliver the kind of society in which we all want to live. There are no scientific solutions to the problems of underdevelopment and civic education, only important ancillary contributions. Science functions optimally in a democratic, relatively stable and wealthy society. On its own, science is powerless to create such conditions. These conditions are attained and sustained, not through science, but in societies that are absorbing at depth the lessons of the humanities. People want to believe that because science and technology are integral to modern developing economies, such economies will develop if only sufficient emphasis is placed on maths and science in the education system. In fact, the sequence has to be reversed. The conditions of stable governance, effective bureaucracy, adequate infrastructural maintenance, basic skills development, and responsible social services are pre-conditions for the adequate functioning of a scientific and technological culture. Well-educated scientists obviously acquire and exercise their civic imaginations in support of such conditions, but it is more than likely that the products of an education system that marginalizes or travesties the humanities will fail both science and society. The upshot of this realization, if decision-makers could be persuaded to look it in the face, implies, not a down-grading of the emphasis on science and technology, but a much closer and more concerned look at what teachers in schools and universities are doing with the humanities. Successful socio-economic and cultural development requires a conscious balance between the sciences and humanities, and it is far from certain that humanities education in South Africa is sufficiently strong and healthy to carry its share of the burden. Here we come to the second challenge. Do humanities practitioners in South Africa have adequate answers to the questions society is implicitly (and sometimes explicitly) putting to us? Can scholars in the humanities explain their contribution to the public good? Vocationalism in the university Let us start by considering the humanities in the universities. This after all is where much of the understanding that gradually works its way through the schools and into society originates. One of the first things advocates of the humanities would need to make clear to interrogators is the character of a university education as distinct from a purely vocational one. It is not the existence or otherwise of a more or less direct linkage to specific career opportunities that determines whether or not such an education can be described as vocational, but the character of the education undergone. The distinction may be characterized as follows. A vocational education transmits a particular range of knowledge, ideally in its current, up-to-date state, in a mode designed to relate it most nearly to a context of application in society. So, accounting studies emphasize principles and best practice in relation to the legal and policy framework pertaining today, and the present state of the South African business and corporate environment. It is of course possible to teach accounting at different levels of complexity, finesse and specialization, but there is little incentive to move the subject away from its severely practical orientation. PhDs in accounting are rare. With management, the situation shifts slightly, in that a range of management theory will normally be explored, emanating from diverse situations, and whose applicability becomes very much a matter of contextual judgment. It is certainly possible to earn a PhD in management studies, but the subject matter is likely to edge towards issues that belong in the social sciences and humanities proper. The paradigmatic qualification in business studies is the MBA, a programme designed to develop cutting-edge managers and business leaders for different contexts, and among the entry requirements is typically a substantial period of practice. This stipulation is there to ensure adequate integration of theory and practice in the educational process. Law has the potential to move fully into the university paradigm, in that practical legal training can be (and, depending on the level of qualification, should be) supported by rigorous emersion in the history and philosophy of law. In fact, it would be difficult to conceive of adequate legal practice emerging from an academic culture divorced from the humanities. It should be apparent, then, that while many popular career options can be placed along a continuum running between the poles of the narrowly vocational and the so-called purely academic, it is always the degree of emphasis placed on the ‘other-than-vocational’ component that qualifies the programme for inclusion in the domain of true tertiary study. When we turn to the core disciplines comprising the humanities, the connection with a specific profession or career is weak or absent (unless transmission and extension of the discipline itself comes to be counted as such). True, there is often a loose affiliation between the humanities and vocations such as librarianship, teaching, advertising, writing and publishing, but the connection is not intrinsic or necessary. This fact in itself can be problematic, because students whose thinking is constrained by the vocational paradigm, whether through the influence of parents or other social  pressures, will tend to define the value of a humanities degree solely in terms of particular vocational outcomes. ‘Text’ versus ‘language’ If then, humanities undergraduates are not preparing directly for a vocational career, what are they doing? And why aren’t they preparing directly for a career? I want to answer, first, in terms similar to those proposed by Michael Oakeshott (1967: 308-312). The paradigmatic distinction is that between knowing a text and learning a language. A university discipline expresses a particular mode of enquiry, one ‘language’ in the array of languages that makes up the intellectual capital of humanity. Each particular language of enquiry is embodied in a vast array of performances in these languages – good, bad and indifferent – performances that we might call ‘texts’. Vocational education exhausts itself in knowing particular texts, and these texts are chosen because they are current and relevant in the world of practice and application. Learn the text, become expert in it, and you’ve attained the end of vocational education. Once you leave the educational institution – let’s hope it doesn’t call itself a university – you may lack experience (though, as has been indicated, many vocational programmes strive to incorporate work experience so as to minimise this gap), but you are, or should be, ready to perform the text or texts you have learned, this time in the workplace arena. Because of the rapidity of social change, your text, or range of texts, will soon become redundant, out-of-date, and then you must learn additional texts. You trained in servicing VWs, now you must learn Renaults. You learned to programme Fortran and Basic, now you must master C++ and XML. You studied Management by Objectives, now you must re-shape your style to fit transnational corporate policy. You will gain broader experience, you will always be learning, but what you will be learning is text after text after text – and thoroughly necessary and rewarding the experience may well prove to be. The point of higher education from the outset is to learn the language. In higher education, texts are studied not simply for their own sake, but for what we can learn from this study about the mode of enquiry of which they are a good example. In other words, texts are treated as emblematic of some aspects of the language, and we choose the particular texts we study as part of a higher education because they are in a proper state to yield insight into the language they exemplify (Oakeshott: 314). Our object of study is not only the text but the language, and, usually at graduate level, we go on to reach towards a language of languages, which we might call philosophy. The ‘swerve’ from higher education The distinction between ‘text’ and ‘language’ on which I am harping, is rather mysterious and fascinating. Consider this. In order to appreciate, say, Hamlet, I must know the language. In order to know the language, I must read Hamlet. The apparent circularity is embarrassing, and the sort of thing that tends to compromise the humanities in the eyes of the uninitiated. M. A. K. Halliday explores the distinction between text and language – and it is fundamental to the mission of the humanities in general no less than Halliday’s particular discipline of linguistics – by means of an illuminating analogy: – – – the analogy whereby language is to text as climate is to weather is useful to think with. It reminds us that these are not two different things, or rather what we call ‘climate’ and what we call ‘weather’ are the same phenomenon seen from different angles, or different moments of time, and so it is with language and text – – – much misunderstanding has been caused by counterposing these two terms, with language and text being treated as if they were different orders of reality. He goes on to point out a significant limitation to the analogy: Like all analogies, it’s very partial. It’s an abstract tool for thinking with, not a strict proportion, because semiotic systems are not like physical systems. In particular, an instance of a semiotic system carries value; instances of physical systems do not. Of course you may prefer one kind of weather to another, but that’s got no relevance whatever to the status of an instance of that weather in relation to climate: it’s just something to be observed and measured like any element. But a text has its own value, not necessarily, in fact, probably not usually, fixed and determinate – – – And the relation of the discourse value to the underlying system is in fact highly complex. I refer to this as the ‘Hamlet factor’. (Halliday 2001, transcr. Kilpert) A good teacher of the humanities must know the language the text under discussion instantiates, and must be able to move the student from reading ‘text’ to exploring ‘language’, to reveal the distinctiveness of text in relation to the homologies and contrasts available in the language. Some texts disturb, redefine, modify the language in which they are formed. They have a perennially evolving afterlife. In the broad historical perspective of cultural ‘climate’ they remain instances of ‘weather’ that are of intrinsic and perennial interest. This is what Halliday means by the ‘Hamlet factor’. Indeed, not altogether coincidentally, to the best of my knowledge, Hamlet is the only literary work to have a fully-fledged academic journal devoted to its study. 3 Ignorance of the distinction between text and language, and all that it implies, is symptomatic of the kind of confusion that influences well-intentioned but ignorant tertiary institutions to swerve from true higher education towards reductive vocationalism disguised as higher education. What can philosophy do that society values? Aha! – ‘critical thinking’. Right, let’s forget about philosophy and teach critical thinking. What useful outcome can we expect from the literature student? Aha! – ‘communication skills’. Right, let’s forget literature and teach communication skills. And so the reduction goes on, relentlessly impoverishing the tertiary environment, the individual student and society, in the name of relevance, vocationalism, contextualised learning, public accountability (in the shallowest of senses) and all the other misnomers that disguise a lack of educational understanding. Why we still need the humanities today Each of us is born into a relatively narrow life-world. This is as true for those fortunate few who enter upon the human scene embraced by sheltered luxury as it is for the many who expend their years in poverty, far from the seats of wealth, power or influence. Moreover, the character of the world as it impinges on the individual is changing rapidly, everywhere. (This statement is probably valid even for those who strive most to avoid the world, such as those who spend their time in religious retreat. ) What this suggests is that ordinary means of social transmission, where values, attitudes and judgments are passed from generation to generation within the family, or from mentor to ‘apprentice’ in society, are no longer adequate or may prove so only in the most exceptional of cases. These processes may still be necessary, indeed fundamental, to individual human development, but they cannot be sufficient. Rapid technological change and the shifts in values that result, increasing mobility, population growth, the communications and information revolutions, the differential impact of social change on pre-established world views – in fact all the cliches of the globalizing world – add up to an uncertain field of potential experience for the individual. The resources of the family, even in optimal or exceptional circumstances, are insufficient to interpret, let alone adequately to evaluate, this complexity, especially since it is increasingly likely that the individual’s activities and proclivities will shift to arenas and predicaments beyond the experience of the senior generations. This is where the educational potential of the humanities becomes such a powerful resource. By exposing students to detailed study of particular artifacts – works of literature, examples of fine art, philosophical systems, political  prescriptions, musical compositions, social theories – we avail them of the opportunity to form and test their own judgments, to challenge received opinion, to argue positions within a community of informed discussion and debate, to think and re-think their views in the company of major artists and diagnosticians, each of whom has put their work forward for exactly this purpose, namely, to help shape and re-shape human beings. The power of critical thought, trained and developed in this manner, is central to the formation of a creative democratic citizenry anticipated, for example, in South Africa’s White Paper of 1997. 4 As a society, we need the formal space of the humanities in which to engage with a full range of estimates concerning human potential, past and future. In the course of such studies students will also, no doubt, learn to think clearly and write well, but this is incidental. The mission of the humanities is to mould human identity and purpose in relation to changing times and circumstances. No other field of enquiry, not science, not sociology, not established religion, can meet this imperative need quite as well. Some will claim never to have felt such a need, or to have abandoned it for ‘the real world’ after fleeting initiation at school or university. For these, the humanities are so much frippery, a merely decorative intellectual surplus, or shallow entertainment which ignores the imperatives of the way the economic world works. Such people intend to stick to the ‘text’ they inherit, and perform it unthinkingly to their own best advantage. The abject misery of thousands, though it seems melodramatic to say so, comes to rest on the shoulders of those who have reached this conclusion. The founding impulse of the humanities To counter such views from a fons et origo, we might go back to a period before the Romans, before Plato even, to the founding moment of the humanities. It is commonplace to acknowledge, as do scientists and everyone other than proponents of ethno-science, that science arose once only on planet earth, among the ancient Greeks (Wolpert 25). 5 It is less commonly acknowledged that the western humanities, too, rose at a particular moment among the Greeks, though in all probability similar moments passed unrecorded in other cultures. The originary impulse is expressed (or invented) during Socrates’ famous discourse in the Apology, as recorded and fictionalized by Plato: If I tell you that this is the greatest good for a human being, to engage every day in arguments about virtue and the other things you have heard me talk about, examining both myself and others, and if I tell you that the unexamined life is not worth living for a human being, you will be even less likely to believe what I am saying. But that’s the way it is, gentlemen, as I claim, though it’s not easy to convince you of it. (Apology 38a, trans.Nussbaum 1) ‘The unexamined life is not worth living for a human being’ (emphasis mine): ‘that’s the way it is. ’ This is the bald standpoint of the humanities expressed in a nutshell, and it is not the easiest position to justify to defenders of the status quo, either inside or outside the academy. Let’s look at some of the issues. Why was Socrates on trial for his life? He was teaching that the young ought to devote time and intelligence to finding satisfactory arguments to justify their beliefs, rather than simply following those of their parents and the civic authorities. Not even the gods were to be exempt from rational enquiry. Aristophanes, in his comedy The Clouds, viewed Socrates as dangerously subversive of orthodox education, which he took to be a process whereby the young are indoctrinated in the traditions and values of their culture, as is the case in traditional societies everywhere. In other words, for Aristophanes education meant learning the text of your society. Not so with Socrates. He wanted people to study the language of humanity, though he recognized that this was no easy matter. We are back to the relation between ‘text’ and ‘language’? Socrates held that by systematically questioning text, probing it from all possible perspectives, exploring alternatives, we may by degrees arrive at the language, or at least important elements of it. It is important to stress, ‘from all possible perspectives,’ because Socrates was also an early advocate of truly democratic learning. He was willing to engage in philosophical discussion with anyone and everyone, in the hope that they might know more than he did, or contribute something uniquely valuable. Plato, by contrast, wanted to restrict radical questioning to an elite who, through philosophical investigation, would gain access to timeless truths, enabling its members to rule justly over the masses. Here we have the origin of the tension between the humanities as a source of elite leadership – the Platonism of government and corporate management – and the humanities as a democratic investigation of human meaning and value. 6 Socrates was utterly serious in his claim for intensive rational enquiry as essential to discovering a true mode of living, the good life. The unexamined life is fit only for something less than a human being. Those who unthinkingly follow tradition, who defend and reproduce text uncritically, are trapped in what Wittgenstein might call a ‘form of life’ (241). Plato likened it to living imprisoned in a cave, pursuing a troglodyte existence ruled by convention and fear of the unknown (Republic Book 7). It is interesting to speculate that the tame Platonic ‘puppet show’ may have primitive origins in the image of early humans huddled in solidarity round a fire, the cave walls patterned by flickering shadows, their shapes shifting and unaccountable, while outside lie unknowable dangers, not to be faced in the dark, and largely indecipherable within the cave despite the artificial fire-light. It is a potent representation of fear. Those venturing forth on the intellectual scramble to seek the source of the shadows (to find truth) must be prepared to risk themselves on two counts: first in view of what they might find outside, and second on account of what their fellow humans might do to hold them to the text that currently governs behavior in the cave. Those leaving the enchanted circle may not return. Those remaining have to learn to tolerate the courageous quest of those who ‘go beyond,’ and to deal with the emotional disturbance and communal risk involved. We know what happened to Socrates. We worry that today’s South African society, focused wholly on instrumental programmes directed to immediate ends, will not have the courage, vision or knowledge to support the quest.

Marry Shellys Frankenstein Essay

In the story there are obvious sections, there are a few reasons for this. As you read the book you realize that the story is subdivided. There are different forms of narrative in the story. This varies from letterform at the start of the story, different narrators and letters sent to people in the story. In Frankenstein there are three different narrators, these are the monster, Victor Frankenstein and Robert Walton. The narrative set up is rather like an onion. This is because you have the main narrator, the monster, in the middle then Victor and then finally on the outside Walton. Robert Walton would have been seen as a Romantic hero because of his rebellious ways. Mary Shelly choose Robert Walton’s character because she wants him to be a rebel, which also links him to Victor Frankenstein as victor is a rebel as well. Mary Shelly links Robert Walton to Romantics. Firstly Romantics have interest in nature, rather like Robert Walton who is going on a voyage to the North Pole. Also Romantics rebelled against social rules. Robert Walton is rebelling against what Shelley calls the rules of nature as he goes on an expedition to the undiscovered. There are many Romantic heroes from various books like Odysseus from The Odyssey. But there are also other rebellious heroes many of who are from myths and legends. One of the main rebellious heroes was Prometheus who gave fire to man against Zeus’ will and was punished for it. Shelly presents Robert Walton as a rebel, rather like Victor Frankenstein. We no that Robert Walton is a rebel firstly because he rebels against the limitations of knowledge, he is going to the North Pole. He says, â€Å"I shall satiate my ardent curiosity with the sight of a part of the world never before visited. † This means that he wants satisfy his need for knowledge by searching the ‘unknown’ world. We also know he is a rebel as his father forbids him to go on a voyage, which he is doing. Also we see that he doesn’t desire luxuries or an easy life, he says â€Å"My life might have been passed in ease and luxury, but I preferred glory to every enticement that wealth placed in my path. † This also shows that he will go a long way for glory and that he would much prefer glory than luxury and ease. Victor Frankenstein is seen as an amazing being through Robert Walton’s eyes through their time together. Shelly describes Frankenstein through the eyes of Robert Walton as a â€Å"Divine wanderer†. Also Walton Says that he is, â€Å"so gentle, yet so wise†. From Shelly’s choice of words we can see that Robert Walton sees Victor Frankenstein as a person with superhuman qualities. Therefore throughout Robert Walton’s letter we can see that Robert Walton looks up to Victor Frankenstein as a rebellious hero and as an amazing being. Structurally, Shelly’s opening to the novel is quiet strange. At the start of the novel you have Robert Walton’s letters and then Shelly follows the letters with Victors personal story. I believe that the way Shelley has opened the novel may be strange but it is effective trough out the sequence. By using different narratives Shelly encourages the reader to compare and contrast the viewpoints of Victor Frankenstein and Robert Walton. From Chapter one Mary Shelly proceeds to create the character of Victor Frankenstein through his own narrative. Interestingly, she reveals that like the first narrator, Robert Walton, Victor Frankenstein has had the desire to reach new depths of scientific research since he was a child. Mary Shelly shows the reader the parallels between the two narrators, Robert Walton and Victor Frankenstein. Firstly the reader can see that Frankenstein and Walton are alike, as they both want to rebel against the limitation of knowledge. The reader knows this as Walton wants to find new undiscovered things by going to the North Pole and Frankenstein wants to create life. Also the reader can see that the two of the narrators are alike as they both rebel against their father. Finally the reader can see the similarities in the characters as they both say that they have had the desire to reach new depths of scientific research since they where children. Luke Garner 10Pd English Literature Mr Dorefeyev Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

English Make My Life Harder Essay Example

English Make My Life Harder Essay Example English Make My Life Harder Essay English Make My Life Harder Essay English Make My Life Harder BY AYtestalFanq20 It is little wonder that so many students, both international and local, choose to study English courses. Proficient and skilled use of the English language can enhance career prospects, allow you to achieve success in business and can open up many opportunities when you choose to study with a credible English school. While there are many good reasons to study English, here we provide an overview of eight of the most important advantages of studying English: 1 : Without question, English is one of the most widely spoken languages. English is used in many parts of the world and is often the language that is common to people who have a first language other than English. #2: When it comes to business and matters of trade, the English language tends to be the common currency. By studying English through a respected English school, you can expect to be able to conduct business transactions, write and respond to documents such as: emails, memos, contracts, agreements and reports and possibly ursue a career in business. 3: Arguably the greatest advantage of studying English is that your career prospects and employment opportunities can vastly increase. People who can speak English fluently (possibly together with a first language) are highly sought after by companies of many types, including international companies. When seeking work, proficiency and confidence in speaking and understanding English can put you at a distinct advantage. 4: With the world becoming so much closer and more connected, opportunities to rave l and explore different parts of the world are more available and, as a result of having studied English, travellers are better able to communicate. In so many parts of the world, English is the common language that is spoken and when you have a command of the English language, travelling and interacting with people of different nationalities can become easier and more enjoyable. #5: In terms of academia, English is the language most commonly spoken by academics worldwide. Of course, some important research and work occurs in all ountries and in a variety of languages, but the vast majority tends to have been conducted, composed and published with the English language as its basis. Academics and scholars that have some knowledge of English frequently find that sharing their ideas and findings with their peers globally is more readily facilitated by their mastery of the English language. #6: Technology is vital and significant in the day and age in which we live. English is very often the language used for many software programs and for those that are seful benefits and knowledge. 7: Australia has many English schools that are renowned for their success in teaching students English and the quality and range of the English courses that they provide. Successful English schools and colleges tend to offer great value for money and support structures to assist students to learn effectively and grow in knowledge, skills and confidence. When you do choose to s tudy English, your education is an investment and it is incredibly important that you derive exceptional value for your money. : English courses are available and specifically tailored for people of varying levels of English proficiency and for those who wish to study English for different purposes. For example, some may want to undertake a very general English course, whereas others may wish to study English in relation to business or for academic purposes. Through the study of English, a range of advantages are available. Quality courses offer candidates the opportunity to improve Job prospects, the capacity to communicate with others and access to information right across the world.

Clio and the Wedding Car Essays

Clio and the Wedding Car Essays Clio and the Wedding Car Essay Clio and the Wedding Car Essay Music in this advert is used to build tension, set the scene and to highlight the differences between the Clio and the Wedding Car. At the beginning, there is soft orchestral music that suggests a romantic event, this music is kept throughout for the wedding car, but when the Renault Clio is shown the music changes, and has a definite beat to it. The music for the Renault Clio car suggests that it is a modern and sporty car. This is backed up by the camera shots of the Clio. The music when Bob is running up the steps appears to get faster for every step he takes. But when he gets to the top, the music stops this creates tension and suspense. Ambient noise is also used to add a touch of realism to the advert, such as the church bells and the car horn.An assortment of objects are used to convey meaning to the audience that a wedding is about to take place, for example the wedding car and the ring. Wedding clothes are also used to convey the same meaning. However, these items would only be associated with a wedding in western culture, and the advert would not have the same affect if shown somewhere else.Various camera shots are used to show off the Clio. To make the car look fast and nippy, a high angle shot is used. However, to show that the car has a big boot a low angle shot is used this makes objects appear big, but slow. Big close ups (BCUs) are used to show details of the car such as the interior which cannot be seen from an external shot. Enigmatic shots are used a lot in this advert to conceal the identities of Vic and Bob until the end; these enigmatic shots create mystery and suspense. Another camera technique that is used in the advert is juxtapositioning; this is when one shot is quickly followed by another shot, to show a contrast, in this case the fast moving, nippy, shiny, new Clio with the slow, dull and old wedding car.This advert aims to make the car appeal to both men and women. It appeals to women in a number of ways: it is shown to be small, but spacious enough for children or shopping, it is easy to park (shown taking corners well) and is nippy. The advert also conveys a feeling of happiness, and has a happy ending, which will be liked by women. In addition, the final font, which is overlaid over the advert at the end, The New Renault Clio is a very curvy, feminine font.It will appeal to men because they will recognise the intertextuality and feel clever, they will transfer these happy feelings over to the car, and be more inclined to buy it, as their attitude towards it will be more positive. The advert also seems to show that the Clio makes the owner more attractive to women, as Bob is chosen by Nicole in the end.I think this advert would be affective; I myself am a fan of Vic and Bob so the advert would appeal to me. The advert itself is not actually very funny, although it tries to be. I had not previously seen any of the other Papa and Nicole adverts or the graduate, so I would not have recognised the interextuality in that case. I think this advert would appeal to: fans of Vic and Bob, viewers of the previous adverts and people who had seen the Gradate.

The Private Finance Initiative Essay Example | Topics and Well Written Essays - 4000 words

The Private Finance Initiative - Essay Example The basic premise behind the concept was to involve private players in service provision hence lessening the burden on the government. It was also meant to bring a touch of professionalism that is common in the private sector in provision of public services. The entry of Britain in the European Union also played a significant role in the starting of this scheme. New EU laws put a cap on government expenditure resulting from both internal and external debt. These laws consequently put a major strain on government expenditure on public projects such as new schools, roads and hospitals. Technical experts therefore resulted to PFI in order to expedite the provision of essential public services. In some circles the scheme was also known as the Private-Public partnership or simply the PPP. While the scheme was designed to ensure efficient provision of public services and reduce government borrowing from the public sector, it drew some criticism in some quarters. Some economic experts and political scientist pointed holes at the idea saying that it was a blatant display of government inefficiency. There was also fear that providers of these public services may be motivated by profits and end up providing mediocre services. In public finance, the government provides public goods since unlike private players; it is not motivated by profits. ... As noted earlier the Private Finance Initiative was the brainchild of the conservative government then led by John Major. It was billed as the most cost effective means of service provision to the public. As expected this attracted the wrath of the then opposition labour party who accused the government of engaging in unplanned privatisation of key government services. Courtesy of some wheel dealing and backroom consultations the labour party warmed up to the idea and consequently the Private Finance Initiative was implemented. In spite of its initial opposition to the idea, the labour went ahead to adopt PFI when it eventually swept to power under the stewardship of the youthful leader Tony Blair. The chancellor Gordon Brown who was one of the most vocal opponents of the scheme beat a hasty turn around and became scheme's number one supporter. The chancellor praised the scheme pointing out that it was due to PFI that over 150 new schools were built, 40 new hospitals constructed and a dozen road and rail projects constructed within a very short span of time. Economists at the treasury also argued that it was due to PFI that the government had spent more on capital projects and there was less public borrowing by the state. PFI was well manifested in London as it was responsible for the building of the ultramodern London Underground system. Mayor Ken Livingstone was forced to eat humble pie and support the project after its success. Akintole et al (2003) points out that Private Finance Initiative was one of the thorny issues in the labour government. There was the usual criticism that public assets were managed by private individuals in a questionable manner for a very long period of time. It was also quietly pointed out that some highly important

Economic Globalisation Is the Main Reason for an Increased Income Essay

Economic Globalisation Is the Main Reason for an Increased Income Inequality in the World Economy - Essay Example Such theories have been explored and looked for insights if the international trade liberalization and economic globalization truly allocates the resources efficiently amongst the countries. Economic Globalization Globalization is broadly defined as the integration of technological, cultural, political, social and economical aspects between the nations throughout the world (Hamilton, 2008, p.10). The term is also used synonymously with economic globalization that involves investments and trades between two countries. This, however, has impact on every aspect of the society. The proponents of globalization view the globalization as means of economic development and improved standard of living. Trade assists in the creation of a nation’s wealth and healthy political relations with other nations. It also promotes competition and free trade between the corporations which in turn provide cheaper and diverse range of goods and services to consumers around the world. These benefits c an be measured in a number of ways such as comparison of relative output and external trade between countries, price convergence for homogeneous or identical goods and services in different economies, comparison of national direct investment with the foreign direct investment and the size of total foreign assets and liabilities. However, globalization has also been subject to criticism for the mere fact that while the market integration for capital, goods and services has occurred, the labour markets around the world are barely integrated. It is observed that all the factors of production technology, plants, and capital except land can be shifted between the countries but it is the labour that globalizes at a very slow pace (Reich, 1991 cited in Dehesa, 2006, p.7). Labour mobility between the developing and developed countries has slowed down over the years and this has led to diverged per capita income across countries. This shows that migration surely does not contribute towards t he income equality. Anti-globalization sentiments stress the perils of globalization in the form of contributions towards poverty in already poor nations and environmental degradation. Another argument against globalized economy has stemmed from biased development of North (developed countries of Northern hemisphere) as compared to the South (developing and under-developed countries in Southern hemisphere). Through the establishment of GATT and WTO, the removal of economic disparity through trade flow between these two hemispheres has been unsuccessfully tried. However, there are many factors as to why such objective could not be accomplished. One of them could possibly be the anti-globalization sentiment of rich countries in North while the perception of globalization as positive force in the South countries (Bhagwati, 2007, p.8). Income Inequality and Unemployment Income inequality refers to the unequal income distribution across the population, genders and races. There are many f actors that cause income inequality such as work experience, productivity, gender, race, inheritance

Managing Workplace Diversity Essay Example | Topics and Well Written Essays - 3000 words

Managing Workplace Diversity - Essay Example Also there is apprehension about the fact organisations will be confronting with the problems of utilising the human potential completely from them. This calls for the need for managing the diverse workplace. It is believed that organisations not able to manage diversity are unable to utilise the full potential of their workforce. Moreover this makes their survival difficult and creates an extremely complex business condition under which the company is not able to grow at its full potential (Wentling, n.d.). Numerous researches have been going on around the world to study the trend and status of the diversity initiatives taking place in workplaces. The project presents the major findings from the researches. This includes the various barriers in working within diversity and also includes the reasons for the implementation of the diverse strategies or the effective initiatives. The main purpose of the project is to bring forth the impact of cultural diversity in organisations. In this regard, it presents secondary data on cultural diversity. Cultural diversity may give rise to mis-communications and eventually lower the effectiveness of the groups in the organisation. Examining the selective factors like cultural diversity from among a wide diversity climate is the prime concern of the project. The project presents the trends in such diversities and how the subject has evoked special interest among human resource professionals in organisations. In this regards, the present challenges and benefits that organisations enjoy are presented. Special emphasis has been provided to the management of workplace diversity and the way in which they can be implemented in organisations. Workplace diversity has been especially emphasised with regards to the hospitals in UK. Finally the project ends with the presentation of the recommendations of the management and implementation of a diverse workplace culture. Conceptual Framework of the subject Workplace Diversity Extensive re search has been conducted by experts across the world which has brought out the meaning and definition of diversity. Diversity includes everybody and this is the reason why it must be given value. Different employees bring along with them the differences to the place of work, which includes the group identity differences as well. Organisations have tried using this diversity for accomplishing both individual and organisation goals. However, there are instances where organisations have demonstrated biasness towards particular groups. There have been efforts for removing such biasness (Wentling, n.d.). Diversity in the workplace refers to the various differences arising among people in organisations. Diversity may include race, gender, age, personality, ethnic group, cognitive style, tenure, education, organisational function, background etc. Out of the above aspects of diversity the project aims to emphasise on the cultural and ethnic diversity in organisations. The cultural or ethni c heritage carried by an individual determines the extent to which he or she identifies himself or herself with the group he works with.

Tuskegee Syphilis Experiments Essay Example | Topics and Well Written Essays - 750 words

Tuskegee Syphilis Experiments - Essay Example This led to demand of a change on the system to come up with protective rights for the participants. The research participants have a right to be respected despite the type of research being conducted. Research always seeks to learn new things about human conditions and the participants that are involved should not be treated as objects of study but as human beings. If research is being conducted on inanimate objects then there are no moral questions raised but as long as human beings are involved then they must be respected. Individuals should participate in research only if the questions being addressed are important and the risks involved are justifiable. The participant should be informed and participation should be voluntary (Brody, 2007). In addition, the participants have a protection right to having independent review on the risks and benefits of being involved in the study. The investigator needs to ensure that the participants have reviewed the risks and benefits involved and they have seen that they are reasonable. A set structure has the responsibility of conducting the reviews. This opportunity ensures that a participant sees the risks in relation to the potential benefits and volunteers to continue with the research. The risks and benefits should be examined carefully to avoid overlooking the benefits over the risks involved. The participants also have right to privacy during the study. It is a participants right to have privacy interests in relation to personal information, their body, and the space they occupy. Different medical studies affect the domains of privacy through different ways depending on the objectives and methods. The participants have the right to control information related to themselves. Privacy should always be respected and information on the participants should not be disclosed. It is the ethical duty of the investigators or researchers safeguard

Critical review of John Mearsheimer's The Tragedy of Great Power Essay

Critical review of John Mearsheimer's The Tragedy of Great Power - Essay Example Summary: Mearsheimer started the book with a focus on the offensive realistic theory that fundamentally emphasizes that the international political scenario is considerably anarchic. Different nations have developed a fear against one another in their race of power and autonomy. Mearsheimer asserts that all countries are basically striving hard to become a hegemon for the simple reason that they feel that this would make them secure. All the national and international activities of states revolve around one solid aim i.e. to achieve more and more control and power over the world and its resources as compared to others in the competition. All countries are included in the competition of security. Military capabilities of a nation play a decisive role in determining its power, status and global image. If a nation wants to enhance its strength, one thing that it needs to focus on and improve is its army. It is the army that enables a nation to win battles. Land power is essential in ord er to attain all other forms of power. Latent power that covers the financial strength, economic stability, population, literacy rate and high intellect is secondary to the actual power, though the former is extremely important to generate the latter. There are several nations that are currently accoutered with nuclear power, yet very few to none of them actually plan to ever use that power. Their disinclination towards the use of their nuclear power is a clear indication of the fact that land power is indeed, the fundamental sign of power. In fact, the same disinclination towards using nuclear power displayed by the nuclear powers of the contemporary age is in itself a cause of stability among individual nations. Offensive realism fundamentally revolves around the conception that great powers tend to look out for chances to overpower their adversaries and their ultimate goal is hegemony. This is opposite to the ideology of defensive realism that encourages the states to take necess ary measures so as to ensure their safety and security. In such an ideology, the ultimate motif is not power, and hence the international relations are not as prone to conflicts as they are in the case of offensive realism. Mearsheimer believes that no state is intrinsically arrogant or aggressive. Indeed, aggression is an artificially acquired characteristic that is deemed important to survive in an uncertain global environment, altering power distribution and inadequate military support. Mearsheimer has not just made statements about offensive realism, he has actually tested and justified it in his book. In order to validate the offensive realism, Mearsheimer has emphasized that in order to survive through the time as a nation, it is imperative that people choose leaders because they struggle to make a nation strong and powerful. He has testified his own claim with clear emphasis on cases from the history. Mearsheimer has achieved this by analyzing matters with respect to several questions. He has checked if there was a direct relation between a nation’s power and aggression in its international interactions. He has judged the factors that determine a nation’s response to the aggression it is offered by external agencies. He has also studied the variation in the functionality and tendency of bipolar and multipolar