Theories of Nationalism and Ethnicity Essay Example | Topics and Well Written Essays - 3750 words

Theories of Nationalism and Ethnicity - Essay Example This is what they call the â€Å"Toyota Way†. Whatever characteristics it may carry, it must be systemic, truly lasting and valuable to them. Along this line, the main concern of this paper is the Japanese ethnicity prominent in the Japanese-based Toyota Motor Corporation (TMC). The intended framework is to scrutinize the uniqueness of the much researched management style_ the â€Å"Toyota Way† at the same time determine which sociological perspectives and paradigms that would apply to the characteristics of Toyota’s Japanese ethnicity as well as determine how it has given great impact to the success of TMC. This paper seeks to draw some answers to questions like has Japanese ethnicity posed more of a problem or an advantage to TMC? What techniques does TMC use on its people to be able to build and attain such reputation which won the confidence of the public to patronize TMC’s quality-made vehicles and services within a Western-dominated work area? What i s this Toyota Way? How does Japanese ethnicity affect the quality performance of TMC? This academic exercise would attempt to relate selected socio-ethnical principles to the established ethos or principles used by TMC as well as possibly draw out some answers whether these principles overlap, contradict or complement each other? It is then within these parameters that the discussion on this paper will revolve. On the other hand, the limitation of this paper will only be on the time frame used to feature actual conditions of TMC as this paper uses data and time series, specifically a year before to date or prior to the March 11, 2011 tsunami disaster and nuclear meltdown. Keywords: Toyota Way, Ethnicity, Ethnocentrism, Corporate culture Toyota Motor Corporation’s Domain Before interpolating the sociological perspectives of ethnicity to TMC’s management principles and to understand better the subject understudy, it is important to have knowledge first of Toyota Motor Co rporation, its corporate philosophy, values, vision, and how it operates. TMC’s domain belongs to the automotive industry and thus, its main product is the automobile. However, â€Å"TMC today has expanded its business to other non-automotive related business activities to include: community livelihood support, education, financial services, among others. Their stakeholders include: customers, business partners (dealers and suppliers), investors, consumers, nongovernmental organisations government, community, stockholders.†(â€Å"Toyota Company Overview†, 2011) A Window to Toyota Motor Corporation (TMC) Toyota’s Significant Achievements Through the years, â€Å"Toyota has repeatedly outperformed its competitors in quality, reliability, productivity, cost reduction, sales and market share growth, and market capitalization† (Spear, 2010). TMC, within its domain, has gained public confidence in the quality of its luxurious, economical and environmenta l-friendly vehicles and other hi-tech products it produced. It has also expanded to venture on enhanced advanced technology products like robotics, prototyped environment-friendly electric cabs; spearheaded activities that lessen carbon emission in the environment and in its other involvement related to its aspiration to actualize its corporate social responsibility. Not to forget, TMC has expanded also its non-automotive activities like community education and livelihood support packages as

Luzhin will give Raskolnikov a job Essay Example for Free

Luzhin will give Raskolnikov a job Essay Raskolnikov saw the harsh way in which Katerina treated Marmeladov and the horrible poverty they lived in. When he brought Marmeladov back he left some money for them because of their evident need. Despite, he himself not being financially stable. He also reasoned that Sonya would need the money for her to make herself pretty so customers would come. He had many things in common with Sonya and as their life progressed they began to realize this. Raskolnikov could not relate to anyone after the murder except for Sonya. He felt a connection, which made him trust her and in time confess to her. Lizaveta was a dear friend to Sonya, who gave her a bible and a cross for Sonya to pray to. When Raskolnikov confessed to Sonya, she was not upset for Lizaveta but for his well being, which shows how much she cares for him. Raskolnikov views Sonya in the same circumstance as himself, both sinners. He believes this because she has this great believe in God but in the meantime she is a prostitute, which is ironic. Konstantin Mochulsky portrayed Sonya and Raskolnikov as guilty of damning her soul as he. `You have ruined a life your own (its the very same thing). Konstantin says that the words in parentheses are filled with malice and a fiendish lie. To lay down ones life for ones fiendish the very same thing as destroying the life of ones neighbor! (Miller, 97). Raskolnikov wants to make Sonya feel guilty about herself because he wants to leave with her. He wants to run away from their problems since they both have a dreadful past here, so they can start a new future in a new place. Raskolnikov first has to keep Dunya from marrying Luzhin. Dunya and Pulcheria have come to Raskolnikov so Dunya can get married to Luzhin, who is a businessman. Luzhin is mean, intolerant, and egotistical. He only wishes to marry Dunya because she is attractive, clever, but very poor and this combination he believes will make her indebted to him. Dunya is engaged to this man but she is only suffering this for her brother. Pulcheria and Dunya would suffer and sacrifice anything for Raskolnikov but he doesnt want such responsibilities on his shoulders. They believe that Raskolnikov has the talent and intellectuality to become a wealthy man but he only needs an opportunity to prove himself, which is why Dunya will marry this self-centered man, Luzhin. Luzhin will give Raskolnikov a job, if Dunya marries him. This agreement would make Dunya suffer and Raskolnikov sees this and will not allow her to put herself on the line for him. Dunya knows that she doesnt want to marry Luzhin and when he came to visit, he made it clear that he wants to be the superior to her. She and everyone else realized that he is a very arrogant person and since he mistreated her brother, she cancelled the wedding. Luzhin believes that it was all Raskolnikovs fault and wants him to suffer. He wants to retaliate through Sonya. Luzhin goes to Sonya and gives her hundred rubles. He then goes to Katerina to tell her that Sonya stole the money but Sonya was saved from his allegations when Lebezyatnikov came in and told them that he saw Luzhin give her the hundred rubles. Luzhin not only embarrassed himself but also made himself seem vindictive and unreliable. Luzhin in the end was suffering because of his heartlessness. Raskolnikov is becoming more paranoid and keeps on almost confessing, every time he is questioned. Porfiry Petrovich is an officer and suspects Raskolnikov of the double murder. Every time the officer has a conversation with Raskolnikov, he gets so fearful and anxious that he has to leave in order to get his cool back. This shows that he is on the verge of confessing because guilt is overtaking his mind and soul. Raskolnikov only feels some normality when he is with Sonya. Sonya is vulnerable and he likes her kindness even though she also has a hard life. All the Characters in Crime and Punishment cause suffering upon themselves. It is not done in an intentional way but after they suffer they begin to feel redemption. Marmeladov liked to suffer and only felt human when he got punished. Sonya, Dunya and Pulcheria suffered for the sake of their families because they believed that it was for a better cause. Luzhin suffered because he was too egocentric to realize that he was hurting himself. Raskolnikov believed that he was murdering the pawnbroker for the sake of human kind but instead it ruined his life because he was consumed with guilt. The regret mainly came from killing the innocent sister, which made him isolate himself even more. The state of suffering that they all experienced was an escape. They knew what they were doing and felt bad or wrong about it. Suffering was their way of paying for their sins. Bibliography Dostoyevsky, Fyodor. Crime and Punishment. New York: Penguin Group, 1968. Malamud, Bernard. The Assistant. Oregon: Farrar Strauss Giroux, 1957. Miller, Robin Feur. Critical Essays on Dostoevsky. Boston: G. K. Hall Co. , 1986; 90-100. http://dictionary. reference. com/search? q=suffering.

Developing Gross And Fine Motor Skills Young People Essay

Developing Gross And Fine Motor Skills Young People Essay The role of the preschool in the development of a child is very important. Preschool education provides basic literacy to prepare children for higher levels of study. It also gives training to prepare them for the challenges of life. In particular, it is in the preschool that children learn and improve their motor skills. Teachers play a significant factor in developing and refining these skills. Also, the school is expected to provide enough opportunities and tools for harnessing such skills. In this paper, we discuss the role of the teacher and the school in developing gross and fine motor skills of young children. Gross motor are broad movements that involve large muscle groups (Mauro, n.d.) while fine motor are movements produced by the bodys small muscle groups. Gross motor activities include walking, jumping, kicking, crawling, climbing stairs, etc. Meanwhile, fine motor skills include writing, drawing, cutting or folding paper, etc. Both require coordination of the body functions such as the brain, eyes, and the muscle responsible to produce the movement (i.e., hand muscles for writing). Inability to perform motor tasks with precision may mean a disability. Therefore, it is important to observe the child closely when undertaking activities requiring motor skills. As a child grows, certain motor abilities develop. For instance, a two-year old child holds a pen differently from a three or four-year old child. Likewise, a toddler may be unable to hold onto monkey bars while a seven-year old may find it easy to do so. Still, a nursery child will draw a human figure with incomplete features, while a kindergarten who is aware of the body parts may be able to produce a better representation of the actual figure. Given this, it is important to help develop the motor development of a child to avoid delays and identify disability in advance, if any. Particularly, teachers in the preschool should provide activities to make children develop the right skills they need to perform bigger tasks in the future. These activities should include both gross and fine motor activities. Arnheim Pestolesi (1978) provide indicators of average motor development in children 48 months to five years. These indicators imply that with only a four-month difference, normal children can develop additional gross motor abilities. For example, a two-year old child can hop two times on one foot while a child four months older can hop four times on one foot. Likewise, a three-year old child can jump from a small step with both feet while a two-year old can do so but with asynchronous feet. In terms of fine motor skills, children show development in fine motor as they age. Particularly in writing, toddlers and children out of school exhibit the so-called supinate grasp with the fist holding the pen while nursery students may have the pronate grasp with the pen between the middle and ring fingers. Meanwhile, a kindergarten student may show the dynamic tripod, which is the way most people, even adults, hold a pen. Considering this, it is important for every teacher to provide activit ies and monitor students motor skills, because a delay in fine motor could mean a disability. Several activities should be included in the pre-school curriculum to enhance gross and fine motor skills. For gross motor skills, school activities could include hopping, jumping, walking, running, kicking, skipping, crawling, rolling, pushing and pulling and catching. Holecko (n.d.) suggest freestyle activities or dancing to the tune of childrens songs such as Im a Little Teapot or Wheels on a Bus. Aside from improving gross motor, these activities bring an atmosphere of fun and camaraderie among children. Moreover, playing games that involve gross motor activities also brings excitement and makes children develop sportsmanship. Furthermore, pretend plays such as imitating movements of animals, things and people allow students to exhibit gross motor, and creativity. Meanwhile, fine motor ability, which includes writing, drawing, sculpting, tying knots, folding and cutting paper, etc should likewise be given proper attention in the pre-school curriculum. Learners who exhibit inability in such activities should be noted and subject to further observation by the teacher and if possible, by the counselor. Children found to have evidence of disability in either gross or motor skills should be referred at once to the relevant authority for proper intervention. Considering this, it is important to know some standards set as regards developing motor skills in the pre-school classroom. The National Network for Child Care, a private organization, has developed the Early Childhood Education Rating Scale, otherwise known as ECERS (Harms Clifford, 1980). This is a set of standards which includes important requirements to look for in a preschool, including space and furnishings, personal care routines, listening and talking, program structure, etc. This scale provides relevant information to both administrators and parents on what to look for in a preschool in as much as developing motor skills is concerned. In particular, it specifies the tools and equipment needed to enhance fine and gross motor skills. A highly equipped pre-school will likely develop motor skills more comprehensively than an unprepared environment. Therefore, it is important to note which tools and equipment should be present in a pre-school. The tools and instruments that ECERS recommends to develop gross motor ability include building blocks, sand and water boxes, balls, and playground equipment. All these should vary in colors to make them look attractive. They should also come in different sizes to provide allowance for improvement of skills. For example, younger children can play with smaller balls and put up lesser number of building blocks while bigger children can do otherwise. In any case, the school should provide a variety of resources for different kinds of children. For developing fine motor skills, schools should ensure they cover for the childs needs to practice fine motor and hand-eye coordination. Activities such as clay-molding, writing, drawing, playing simple musical instruments, and tying a knot are only some of the activities that help improve fine motor skills. Relevantly, writing, drawing and musical instruments, clay, and utensils should also be in place. Importantly, the preschool program should include the proper use of utensils when eating. As schools serve as the second home, so they should learn the proper way of holding utensils for eating. The development a childs motor skills may come naturally. It can occur even without the teachers intervention. Nevertheless, the pre-school teachers and school programs play a major role in harnessing and refining these skills. Teachers serve as the guide to check whether children are exhibiting safe and proper motor practice. They are also the record keeper to the childs progress or disability. Meanwhile, pre-school programs and tools also help enrich the childs motor skills by aiding practice of such skills. Together, these factors harness childrens ability to perform functions, thus preparing them for greater challenges in the primary level and later in the adult life.

Graduation Speech: I Am Crowd Member No. 5 :: Graduation Speech, Commencement Address

Well, my fellow graduates, this is really it. We are all probably feeling mixed emotions right now. Some feeling sweet relief that it is finally done, over, and finished. Maybe a twinge of sadness and nostalgia because pretty much all you have known for a good majority of your life has come to an end. I am sure by now we have all heard that question, "What are you going to do after high school?" Some of you do have definite plans and know exactly what you are going to be doing. But, if you are anything like me, you have probably rolled quite a few things around in your head and you have a pretty good idea of what you might do. Maybe all you have thought about is getting the heck out of here and meeting new people. But no matter what you do or whoever you meet, those new people and places are going to have one less thing in common with you. They won’t know what is was like going to a small school and knowing everybody’s face, or running to the lunch line on Wednesday for a hoagie, or hatching corny skits for assemblies, or marching in the parade at Homecoming. All of us in this room tonight have something in common, and high school is not something you forget. It only happens once and you can’t go back! (For most of us anyway.) So since we can’t stay here, we have to go somewhere else and make something of ourselves. But what are we going to do? What do we want to do? Sometimes, what we want to do isn’t exactly what we end up doing. We all have dreams. Everyone does, like myself for example. I know exactly what I want to do, but it doesn’t happen to be what everyone else likes to do as well .... and that’s to act. Whether it be a commercial, on stage, or in a movie, I like to act. It is what I love doing. What do I have to lose in trying. What do all of you have to lose in pursuing your dreams? I’m going to try my hardest to do what I love, even though members of my family and some of my friends are concerned that all I will get is a pimple cream commercial, or an insignificant role as "Crowd Member No.

History Answers Essay

1. Liberalism is an ideological view that makes the individual, rather than the family, the nation, the crown, the state or the faith, the center of society. Human beings, on various grounds, are held to have rights that protect the individual from the state and other people. It arose concomitant with industrialism and capitalism, that is, the destruction of the high development of the feudal order from the aftermath of the black death onwards. It has its roots in the mercantile city states of Italy, especially Florence. As a matter of course, one can hold that liberalism had two branches, one based on natural rights, and traces its roots back to John Locke, and one based on utility, tracing its roots back to Hobbes and Adam Smith. The former option holds that rights need to be anchored in metaphysical principles such as natural law, or theological principles, such as God and His providence. This has the advantage of holding rights apart from social life and the state, in that they do not derive from the state or from society, but must be protected by them. In this view, the state has its origin in the protection of natural rights according to the will of God for mankind. Hence, there is always room for rebellion, in that the state has a very specific reason for being. If this is violated, then the state loses its legitimacy and can be overthrown (Hobhouse, 1964). On the other hand, the utilitarian wing rejects metaphysics as such. At least, it holds that there is no need for metaphysics, since all talk about rights and natural law actually concern utility: it is better for society if the state protects various rights, it produces happier citizens and greater production and loyalty. With this approach, one need not have recourse to metaphysics or theology, in that all of this, in actuality, is simply a more complex way of speaking about pleasure in general: a society that protects rights will be better, in the sense of producing more happiness, than one that does not (Hobhouse, 1964). But by the beginnings of the industrial revolution in England, the Scottish school of political economy came into its own. Coming from David Hume, Adam Smith rejected the metaphysical basis of rights, and in fact, rejected rights talk in all forms. Instead, he created a sophisticated model of utilitarian liberalism in the â€Å"invisible hand† of market forces. The system likely reflected what was already going on in the mercantile societies of the Netherlands or England, but it holds that human passion is the driving force of society. This passion largely centers around greed: the desire for gain and a good reputation. But this not be an evil if channeled into a proper direction. The free market is this channel. The market idea says that if competition were freely allowed to flourish, greedy people would be forced to produce good products that people actually want, at a price they are willing to pay. If they refuse to do this, the market will shift its money to those equally greedy people who do. Hence, greed is channeled into healthy outlets, and the society is served: demand is satisfied and people pay what the demand requires, rather than the price dictated by the producer. Here, a fully free economy, based on the preferences of the market in a given society, can be based, not on rights, not on God or natural law, but on human passion, but a passion that is scientifically channeled to a place where it can be put to good use. 2. European powers built a large colonial empire throughout the world in the late 19th century. By this time, the Spanish had lost most of their colonies in Latin America, but the British, the French and the Dutch colonized much of Africa and Asia, largely as a way of gaining access to raw materials, new markets and as a means of settling excess populations (Cain, 2001). In general, after the defeat of the French in the Franco-Prussian war and the ravages earlier of Napoleon, England remained at the sole major source of industrial wealth. While this motivated England to continue to expand its power into Africa and Asia, the continental powers were forced to continue the search for colonies in order to keep up. Germany was the poorest in this regard, having few colonies until the beginning of World War I, forcing the Germans to use internal resources to industrialize under the monarchy that was, at this time, involved in unifying Germany as a sort of â€Å"internal colonization† while the Austrians were busy exploiting their many subject peoples, playing one ethnic group off against another. So for the German speaking peoples, colonization was internal. For the Netherlands, Belgium and England, this was not an option, and therefore, the expansion of European mercantile interests expanded outward. The British, for their part, were concerned about the expansion of Russia to the south. Russia, only partially a European power, was also a late comer, along with Germany and Austria, to the industrial age. But Russia’s concern was porous borders to the south, which were fortified against the attacks on her territory by the Islamic powers of Central Asia and even in the Caucuses, partially armed by the British so as to stop any further Russian expansion into Central Asia. The Chinese had the advantage early on with the British, since they would only accept hard cash from the British imperialists. Unlike much of the third world, China was relatively well developed, and for a time was able to resist British expansionism. The British tactic adopted to deal with these issues, to break down the will of the Chinese to resist, was Opium, harvested from India and imported into China. The drug was legal in England, where it was popular, but many nationalist Chinese saw the spreading opium addition both as British ploy as well as a means of weakening Chinese society. Both were true. Chinese resistance to British policies in respect of Opium and the exploitation of the Chinese market and resources, led to two wars over these questions with the Quing monarchy (Chesneaux, 1977). In general, the purpose of the new imperialism was to maintain protected markets and cheap raw materials in the conquered countries. This was a way of having an edge over their European competitors. Russia and Germany were not involved in this race (they had far different concerns), but was largely a mercantile and financial policy of the more â€Å"advanced† European powers of the Netherlands, England and France. 3. Japan was more successful in modernization than China. The Meiji reforms were motivated by the desire to stand up to both American and British trading missions and military forces that defeated the Chinese in the British inspired Opium Wars. The state was centralized in Japan, and very quickly, a rapidly developing Japanese state, without any home resources, expanded as a colonial force in imitation of western models (Korniki, 1998) Japan’s development, rapid as it was, was a response to the gradual erosion of the power of the Chinese monarchy under British pressure in this same period. The fact is that Japan was not going to let Opium destroy her people, and hence, as is often the case, increasing social discipline and a centralized government were the Japanese response to the problem. This approach was one of the causes of the Civil War of 1877, but the victory of the modernist forces ensured that japan was now going to become one of the east’s great powers (Korniki, 1998). The powers that took over Japan were of two kinds: the first, the military leadership taken from the clans that favored modernization and second, the emperor himself, partially under the thumb of the military but also a power in his own right. This coalition stabilized Japanese society in this era, providing it with the peace necessary to develop into a major industrial power. To some extent, the British were involved in investing in this new state, in that the Japanese were seen in London as a necessary counterweight both to Russia and the possibility of a revival of Chinese fortunes. Hence, while the Japanese developments after 1877 were impressive, British investment must also be considered. It must be mentioned that Japan was treated as more or less an equal partner with the British rather than as a subject, partially because of the undeniable strength of the Japanese state, but also due to their value in dealing with eastern Russian expansion. This policy will bear fruit in the Russo-Japanese war of 1905-1906. But the real issue was the connection between British politics, the oligarchy in Japan and the emperor, to some extent the puppet of both. The military leaders who emerged from the 1877 war victorious realized that China was the anti-type of proper Asian development. As China lost its central authority, saw its economy fall into the hands of both the Rothschild and Sassoon bankers, the Japanese realized two things: first, that a coalition, rather than a battle, with England was necessary, and second, this coalition must be used to modernize and centralize the Japanese state, hence preserving it from colonization. But from these two realizations, it also was obvious that Japan was to become a colonizing power of its own, and in fact, took part of eastern China in this process. It is obvious because Japan, without local resources, was forced to find them in Korea and China (Korniki, 1998) 4. The end of World War I saw the fall of the German, Austrian, Turkish and Russian royal houses. It saw the creation of the USSR and Yugoslavia as attempts to reorganize society. Germany was blamed for the war by the British and French and had most of its industry liquidated and sent to the victorious powers. The Germans also had to pay huge reparations for â€Å"starting† the war (a doubtful hypothesis). Germany was humiliated, and the weak republican government was ripe for both communist and fascist takeovers. Hitler won fair elections as head of state over a prostrate and violated country. Most of Hitler’s inner circle were former World War I combat troops. Reindustrialization and rearmament to defend Germany from Stalin’s USSR was a major motive for Hitler’s plans. The rise of Hitler is understandable given the level of humiliation the Germans felt at this time. They were economically, militarily and emotionally scarred and destroyed. A strong leader with both socialist and nationalist political leanings was going to do well, especially after the communists had taken over in the USSR, Bavaria, and Hungary (these latter two for a short time, see below). Hitler was the only force in Germany politics preaching the popular doctrine of simply rejecting Versailles. This is largely what got him elected (Kershaw, 2000). But economically, France, Britain, Russia and Germany were prostrate. Yugoslavia was an attempt to pool the resources of the souther Slavs in order to compensate for this. Turkey was no longer a major power. France and England entered into a relationship in order to control Germany for the long term. America became the dominant force in European politics, and her late entry into World War I and the amount of money she forwarded to England against Germany made certain that the US was now a dominant partner on both sides of the Atlantic. At the same time, the state terror of the USSR under both Lenin and Stalin forced the European powers to also fear the huge Russian giant, and enough emigres from the USSR were in western Europe (especially Paris) to explain to European powers what exactly the Soviet revolution had in store for them. Hitler rearmed not so much in respect of England (to which the Fuhrer had a grudging respect), but against the â€Å"savage Asians† from Russia. Therefore, a rearmed and powerful Germany was able to bring country after country into her economic orbit long before Hitler’s policy of military expansion took place. Bulgaria, Romania, Yugoslavia and even Greece were under Hitler’s control long before the mid 1930s, since either the USSR or Germany was offered to them as a trading partner. Most, quite rationally, looked to Germany for protection against Stalin. They were proven right when the latter, after World War II, built his own police states in eastern Europe. One might conclude that World War I sapped the strength of democratic government in Europe, and to add to the carnage, the Depression starting in Europe in 1930 also proved democracies not up to the task: both Stalin and Hitler took control of their respective economies and grew them tremendously, far and beyond the struggling British and American states, hence showing democracy, at least at that time, as an inferior option to the ideological politics of Berlin and Moscow, they at least had growing economies and full employment. The west could not say that (Wrigley, 1993). 5. Hitler viewed the Jews as a fifth column for Soviet expansionism. The short-lived and unpopular People’s Republic of Bavaria was run by several Jews: Kurt Eisner, Franz Lipp, Eugene Levine and Ernst Toller. The brief life of Soviet Hungary was run by four Jews: Bela Kun (Kohn), Antal Dovcsak Jeno Landler, and Matyas Rakosi. Hence, Hitler feared the Jews as being loyal to the USSR and Marxism and hence, treated them as criminals (Kershaw, 1993). Therefore, Hitler’s loathing of the Jews did not derive from his believing they were â€Å"inferior,† or a natural slave race, but solely from their being disproportionately involved in Marxist governments and states from the USSR to central Europe. Hitler’s policies make no sense unless seen in this light. While this might be uncomfortable to some, historical truth does not concern itself with comfort. For various reasons, the urban Jews of eastern Europe were heavily involved with Marxism as a means, most likely, of controlling nationalism. As a result, nationalist movements throughout central and eastern Europe were harshly opposed to Jewish political power as such, though the nationalist movement in Spain did not share this view. But Hitler’s final solution had another source, a source rarely dealt with in the literature, a little known deal called the Transfer Agreement. When Edwin Black wrote the first major work on this topic in 2001, it received mixed reviews. But a little later, few were able to argue with its conclusions. This book relates, using almost solely primary documentation, how Hitler made an agreement with the small but influential Zionist movement of Germany to move the Jews to Palestine. In return, the Zionists openly supported Hitler and his early rise to power. Black holds that the street violence between Nazis and Communists were particular harsh on the Jews (who normally backed the Communists), and, slowly, the Jews were purged from most professional positions. But Black says that the Zionists of Germany saw an opportunity. Attacks on Jews, to the Zionist mind, were not unexpected, since Jews were indeed aliens in Europe. Jews were Asians, not white, and hence, were strangers in Europe. Anti-Semitism was a natural reaction to this, and hence, morally neutral. The only solution was to unite with Hitler to promote the move of Jews out of Germany to Palestine (Black, 2001, esp ch 7). Hitler organized banks, currency transfers and generally greased the skids to facilitate Jewish emigration to Palestine. Of course, since the fall of the Ottomans, the British controlled Palestine. Hence, the agreement, while it would have saved many Jews from a gruesome fate, was stymied by British imperial power int eh Middle East. Hence the final solution was not the only solution, just the final one. Previous solutions had been mass Jewish emigration. But the Zionist movement got what they want. From a paltry 2% of the Jewish population in Germany to a mass movement, Hitler scared the Jews to such an extent that a formerly assimilated Jewish population suddenly became nationalist and themselves created a colonial state in the Middle East. In other words, Zionism could never have existed without Hitler. Therefore, Hitler is the founder of the Israeli state in more than one way. Bibliography Black, Edwin. The Transfer Agreement: The Dramatic Story of the Pact Between the Third Reich and Jewish Palestine. Carol and Graf Publishers. Cain, Peter (2001). Imperialism: Critical Concepts in Historical Studies. Taylor and Francis. Chesneaux, J. et al (1977). China from the Opium Wars to the 1911 Revolution. Harvester Press. Hobhouse, Leonard (1967). Liberalism. Oxford University Press. Kershaw, Ian (1993). Hitler, 1889-1936, Hubris. WW Norton. Korniki, Peter (1998). Meiji Japan: Political, Economic and Social History. 1868-1912. Routledge. Wrigley, Chris. (1993). The Challenge of Labor: Central and Western Europe 1917-1920. Routledge.

Load Shedding in Nepal

Load shedding, which has been a part of Nepalese society from the last one decade and has pushed Nepal in the Stone Age in this era of modern Science and Technology, which is the great problem for the developing country like Nepal. Load shedding simply means the interruption in the electricity due to the overload or demand of electricity and disableness of the plant to produce desire amount of the electricity, which is very common in Nepal.Everyone in Nepal is very much familiar with this great problem of the modern Nepal. It is very simple to cut off the flow of electricity from the distribution station but in other hand it is very much difficult to grasp the loss in the economic field as well as other field in that small period of load-shedding. First, it affects the investors who have invested their property in the industries and after then the customers and finally the economy of the whole Nepal.Just the minute of interruption in the electricity, effects badly the production of g oods in the industries and the economy of that industries and finally it brings the deduction of tax which company have to pay to government and then if the government does not get tax from the industries which are the main source of economy for a country, how it will develop the country which requires the enormous budget . In other hand it has also created the unemployment in the state as most of the industries are going to close due to the load shedding of Nepal from which day by day enormous number of workers are being deprived from their job .Besides these, it has made the life very miserable in the country as in this era of Modern Science and Technology ,most of our works depends upon the electrical equipment ,which cannot be operated without the electricity. In addition to this, it has made people lazy as due to the cutoff of electricity, many people who do work on the electricity do not have anything to do as there almost 16 hours of daily load-shedding in Nepal .It also have effected very much in the sector of education as for the advance education system, we have to use the presentation which is not possible without our great servant, electricity, due to which students has problem in understanding the difficult lessons and develop correct concept which they have to use in their future as they have to develop the nation and world but if they do not have excellent concept ,how will they be able to develop the nation and world with the equipments that will made our lifestyle easy and comfortable .For this also, load-shedding will also affect the future of Nepal as currently Nepal is suffering from the disaster of load-shedding. Load-shedding also has a great role in the increment of population as due to the load-shedding, people are free from work and stay leisurely which make them sexually excited. Hence the population increases consciously or unconsciously. This will also finally effect the people of Nepal as their may arise the problems of starvation, shelter problem, and other facilities as the land is limited and cannot give the support beyond its capacity.Beyond this, there may arise the war between the people for the survival as there would be scarcity of everything and will be great difficulties to achieve the essential requirements for the survival due to which there may begin the war. In addition, malnutrition that will occur due to starvation will degrade the quality of mind of upcoming generation and they will not be able to analyze the situation in their life carefully, which is the most important for the success of life.Hence they would not be able to do anything easily and smoothly, as the administration requires the knowledge. Hence the load-shedding has made the future of Nepal dark. It is the common problem for the all the Nepalese so; it cannot be controlled or eradicated by the effort of only one person. All the people should work with hand in hand and help each other. Like all the people should use less electri city consuming equipments and should with care and should not be use when not needed.Moreover people should invest on hydroelectricity project, which has great potentiality in Nepal, and avoid the leakage of electricity. The bribery must be stopped and the users must implement fair use policy. Besides this, the water resources like rivers, streams, etc should be kept clean. A forestation must be carried out for the as well as ecosystem should be kept balanced.

Love fuck Essays

Love fuck Essays Love fuck Essay Love fuck Essay And that’s the time when I met him. The person who changed my life. Well, its funny how a girl like me could fall in love, you know. But I found something special (or more like weird) in him. And then we started talking and talking and talking and then it happened – We fell in love. I was actually afraid to fall in love ‘cause when it all gets over there won’t be anyone to catch you. Aw. Lol. He was so different, so sweet dammit. Compared to him, I was nothing, you see. And I was so lucky, fucking lucky, to have him.It was the first ever time I was seeing so much of love. I used to keep asking him ‘Dude, why did you even propose me? I mean, what was so special about me, huh? And then he used to say something so sweet ‘Eman, your special, your unique, and that’s why I love you’. We met twice or so, and the first time I met him, I was like shit shy. He was talking, and talking and I wished he would stop sometime. And there I was stan ding, and biting my lips, being so feminine. I stared at him, saw his bony legs,that rib tight T-Shirt,a black one,which looked very much HOT ON HIM.I listened to his talks,in between he called his so called bestie Nikhil and started blabbering some crap which I never understood. And then we just went like that,didn’t even say a Bye. Weird. The second time I met him, was at the same location,the bloody old boring Mega-Mall. I wore a freaky abaya,and surprisingly he liked it. That day we talked more openly and then he did a very strange thing – He whacked my head with some magazine or something and the weirdest part was he did that frequently though I told him that I hated it (But in fact I liked it,sheesh).And unfortunately I wasn’t well that day,but I didn’t consider that as a big deal. And that day ended up so awkwardly,I mean,he gave me a Hi5 and I literally rejected it. Stupid me. And he took it in the wrong way. Though he understood the reason later. Thank God. And then comes our most epic meeting – The Legendary Park Event. Allah,that day was equally embarrassing,fun,amazing,and wow. And it was quite weird ,walking with him when his irritating bestie and some long relation cousin were there.I planned so many,uh,this that and ended up in a police station. Great,ye ? I still thank Allah that Mom didn’t figure out anything on that day. Whew,damn. I thought I would have to break up with him,which is the most hurting thing but I was wrong,our love got more deeper and wilder after that. And then he went to India,I was all left behind,all alone. Those days without him were, something unexplainable, no words. Then I landed on Kerala,the first ever thing I did was message him. And all I got in a response was something like ‘ You’ve changed Eman. I felt like kicking his ass,punching his nose until he would bleed,then cry and then hug him tight. I told my sister about our relationship. She was shocked,she was l ike ‘Eman,you gotta be kidding the fuck outta me’. Then she laughed telling how a girl like me could be romantic. I hate her,fuck. She asked me to break up,telling me that there would be no way I could live with him. I cried,and then I did the most idiotic thing – I cut my neck with a blade. My sister found this,and she went insane and then she agreed that I could date him.She gave those sisterly advices like ‘Emu,don’t cross the limit ’kay ? Be careful. Don’t do that,don’t do this,ask him to stay atleast 10m away from you and blah blah blah’. And then I thought of playing a prank on him,I told him to break up. I know that was stupid,but I just wanted to see how much he loved him. But his response to that was so ,different. I mean,he least cared,he wasn’t worried at all,and then he broke up just like that. It hurted me,shit lot. I thought he would understand that it was a prank and stuff,but he didn’t. I thou ght he knew me..