The History of the European Union

The European Union (EU) was founded as a result of the Maastricht Treaty on Nov.  1, 1993. It is a political and economic union between European countries that sets policies concerning the members’ economies, societies, laws, and, to some extent, security. To some, the EU is an overblown bureaucracy that  drains money and compromises the power of sovereign states. For others, it is the best way to meet challenges smaller nations might struggle with—such as economic growth and negotiations with larger nations—and worth surrendering some sovereignty to achieve. Despite many years of integration, opposition remains strong, but states have acted pragmatically, at times, to sustain  the union. Origins of the EU The EU  wasnt created in one go by the Maastricht Treaty  but was rather the result of gradual integration since 1945. The success of one level of union gave confidence and impetus for a next level. In this way, the EU can be said to have been formed by the demands of its member nations. The end of World War II  left Europe divided between the communist, Soviet-dominated eastern bloc and the largely democratic western nations. There were fears over what direction a rebuilt Germany would take. In the West, thoughts of a federal European union re-emerged with hopes of binding Germany into pan-European democratic institutions to the extent that it, or any other allied European nation, wouldn’t be able to start a new war and would resist the expansion of the communist East. The First Union: the ECSC Europe’s post-war nations weren’t just seeking  peace; they were also after solutions to economic problems, such as raw materials being in one country and the industry to process them in another. War had left Europe exhausted, with industry greatly damaged and defenses possibly unable to stop Russia. Six neighboring countries agreed in The Treaty of Paris to form an area of free trade for several key resources, including coal, steel, and iron ore, chosen for their role in industry and the military. This body was called the European Coal and Steel Community (ECSC) and involved Germany, Belgium, France, Holland, Italy, and Luxembourg. It began on July 23, 1952, and ended on July 23, 2002, replaced by further unions. France had suggested creating the ECSC to control Germany and to rebuild industry. Germany wanted to become an equal player in Europe again and rebuild its reputation, as did Italy, while the others hoped for growth and feared being left behind. France, afraid Britain would try to quash the plan, didn’t include them in initial discussions. Britain stayed out, wary of giving up power and content with the economic potential offered by the Commonwealth. A group of supranational (a level of governance above nation states) bodies was created  to manage the ECSC: a council of ministers, a common assembly, a high authority, and a court of justice to legislate, develop ideas, and resolve disputes. The later EU  would emerge  from these key bodies, a process that some of the ECSC’s creators had envisaged, as they explicitly stated the creation of a federal Europe as their long-term goal. The European Economic Community A false step was taken in the mid-1950s when a proposed  European defense community among the ESSC’s six states was drawn up. It called for a joint army to be controlled by a new supranational defense minister. The initiative was rejected after France’s National Assembly voted it down. However, the success of the ECSC led to the members signing two new treaties in 1957, both called the treaty of Rome. This created the European Atomic Energy Community (Euratom), which was to pool knowledge of atomic energy, and the European Economic Community (EEC), with a common market among the members with no tariffs or impediments to the flow of labor and goods. It aimed to continue economic growth and avoid the protectionist policies of pre-war Europe. By 1970 trade within the common market had increased fivefold. Also created was the Common Agricultural Policy (CAP) to boost members farming and an end to monopolies. The CAP, which wasn’t based on a common market but on government subsidies to support local farmers, has become one of the most controversial EU policies.​ Like the ECSC, the EEC created several supranational bodies: a council of ministers to make decisions, a common assembly (called the European Parliament from 1962) to give advice, a court that could overrule member states, and a commission to put the policy into effect. The 1965 Brussels Treaty merged the commissions of the EEC, ECSC, and Euratom to create a joint, permanent civil service. Development A late 1960s power struggle established the need for unanimous agreements on key decisions, effectively giving member states a veto. It has been argued that this slowed union by two decades. Over the 1970s and 1980s, membership in the EEC expanded, accepting Denmark, Ireland, and the UK in 1973, Greece in 1981, and Portugal and Spain in 1986. Britain had changed its mind after seeing its economic growth lag behind the EECs, and after the United States indicated it would support Britain as a rival voice in the EEC to France and Germany. Ireland and Denmark, heavily dependent upon the UK economy, followed it in to keep pace and attempt to develop themselves away from Britain. Norway applied at the same time but withdrew after a referendum  failed. Meanwhile, member states began to see European integration as a way to balance the influence of Russia and the U.S. Breakup? On June 23, 2016, the United Kingdom voted to leave the EU and become the first member state to use a previously untouched release clause, but the final Brexit, as the move become known, has yet to occur. As of 2019, there were 28 countries in the European Union (with year of joining): Austria (1995)Belgium (1957)Bulgaria (2007)Croatia (2013)Cyprus  (2004)Czech Republic (2004)Denmark (1973)Estonia  (2004)Finland  (1995)France  (1957)Germany  (1957)Greece (1981)Hungary  (2004)Ireland  (1973)Italy  (1957)Latvia  (2004)Lithuania  (2004)Luxembourg  (1957)Malta  (2004)The Netherlands  (1957)Poland  (2004)Portugal  (1986)Romania (2007)Slovakia  (2004)Slovenia  (2004)Spain (1986)Sweden  (1995)The United Kingdom (1973) The development of the EU  slowed in the 1970s, frustrating federalists who sometimes refer to it as a dark age. Attempts to create an economic and monetary union were drawn up but derailed by the declining international economy. However, impetus returned by the 1980s, partly because of fears that Reagan’s U.S. was moving away from Europe and preventing EEC members from forming links with  Communist countries  in an attempt to slowly bring them back into the democratic fold. Foreign policy became an area for consultation and group action. Other funds and bodies were created including the European Monetary System in 1979 and methods of giving grants to underdeveloped areas. In 1987 the Single European Act (SEA) evolved the EEC’s role a step further. Now European Parliament members were given the ability to vote on legislation and issues, with the number of votes dependent on each member’s population. The Maastricht Treaty and the European Union On Feb.  7, 1992, European integration moved another step further when the Treaty on European Union,  known as the Maastricht Treaty, was signed. This came into force on Nov. 1, 1993, and changed the EEC into the newly named European Union. The change broadened the work of the supranational bodies based around three â€Å"pillars:† the European Communities, giving more power to the European parliament; a common security/foreign policy; and involvement in the domestic affairs of member nations on â€Å"justice and home affairs.† In practice, and to pass the mandatory unanimous vote, these were all compromises away from the unified ideal. The EU also set guidelines for creation of a single currency, although when the Euro was introduced on Jan. 1, 1999 three nations opted out and one failed to meet the required targets. Currency and economic reform were now being driven largely by the fact that the U.S. and Japanese economies were growing faster than Europe’s, especially after expanding quickly into the new developments in electronics. There were objections from poorer member nations, which wanted more money from the union, and larger nations, which wanted to pay less, but a compromise was eventually reached. One planned side effect of the closer economic union and the creation of a single market was the greater co-operation in social policy that would have to occur as a result. The Maastricht Treaty also formalized the concept of EU citizenship, allowing any individual from an EU nation to run for office in the EU government, which was also changed to promote decision-making. Perhaps most controversially, the EU’s entrance into domestic and legal matters—which produced the Human Rights Act and overrode many member states’ local laws—produced rules relating to free movement within the EU’s borders, leading to paranoia about mass migrations from poorer EU nations to richer ones. More areas of members’ government were affected than ever before, and the bureaucracy expanded. The Maastricht Treaty faced heavy opposition, only narrowly passing in France and forcing  a vote in the UK. Further Enlargements In 1995 Sweden, Austria, and Finland joined the EU, and in 1999 the Treaty of Amsterdam came into effect, bringing employment, working and living conditions, and other social and legal issues into the EU. By then Europe was facing great changes caused by the collapse of the Soviet-dominated East and the emergence of economically weakened but newly democratic eastern nations. The 2001 Treaty of Nice tried to prepare for this, and a number of states entered into special agreements in which they initially joined parts of the EU system, such as free trade zones. There were discussions over streamlining voting and modifying the CAP, especially as Eastern Europe had a much higher percentage of the population involved in agriculture than the West, but in the end financial worries prevented change. While there was opposition,  10 nations joined in 2004 and two in 2007. By this time there had been agreements to apply majority voting to more issues, but national vetoes remained on tax, security, and other issues. Worries over international crime, as criminals had formed effective cross-border organizations, were now acting as an impetus. The Lisbon Treaty The EU’s level of integration is unmatched in the modern world. Some want to move it closer still, though many don’t. The Convention on the Future of Europe was created in 2002 to write an EU constitution. The draft, signed in 2004, aimed to install a permanent EU president, a foreign minister, and a charter of rights. It would have also allowed the EU to make many more decisions instead of the heads’ of the individual members. It was rejected in 2005, when France and the Netherlands failed to ratify it and before other EU members got the chance to vote. An amended work, the Lisbon Treaty, still aimed to install an EU president and foreign minister, as well as expand the EU’s legal powers, but only through developing the existing bodies. This was signed in 2007 but initially rejected, this time by voters in Ireland. However, in 2009 Irish voters passed the treaty, many concerned about the economic effects of saying no. By the winter of 2009 all 27 EU states had ratified the process, and it took effect. Herman Van Rompuy (b. 1947), at that time Belgium prime minister, became the first president of the European Council, and Britain’s Catherine Ashton (b. 1956) became high representative for foreign affairs. There remained many political opposition parties—and politicians in the ruling parties—that opposed the treaty, and the EU remains a divisive issue in the politics of all member nations. Sources and Further Reading Cini, Michelle, and Nieves Pà ©rez-Solà ³rzano Borragà ¡n. European Union Politics. 5th ed. Oxford UK: Oxford University Press, 2016.Dinan, Desmond. Europe Recast: A History of European Union. 2nd ed., 2014. Boulder CO: Lynne Rienner Publishers, 2004Member Countries of the European Union. European Union.  Kaiser, Wolfram, and Antonio Varsori. European Union History: Themes and Debates. Basinstoke UK: Palgrave Macmillan, 2010.

Fertility Control - 1000 Words

â€Å"Fertility control is the key to the development of less developed countries like those of the Caribbean†. Critically assess the above statement in relation to any two named countries. To begin, firstly fertility or fertility rate must first be understood. Fertility rate is â€Å"the actual level of childbearing of an individual or population.† (Oxford Dictionary of Sociology, pg. 254). Fertility control is seen as a method which â€Å"ensures development by limiting the quantity of natural, financial and other resources to be spent on the economically inactive.† (Sociology for Caribbean Studies, pg. 321). Demographers believe the concept that in each country there is an ‘optimum population’ in which there are sufficient resources in†¦show more content†¦This overpopulation, lack of education and sufficient resources can be seen to have caused the lack of development in Haiti. The government of Haiti has not come up with an operational family planning program to control growing population numbers. Thus initiative needs to be taken in regards to their health program in order to decrease their total fertility rate. In Jamaica, their fertility rate has seen a substantial drop as a result of the part played by the country’s family planning agency, the National Family Planning Board (NFPB). The Acting Executive Director of the National Family Planning Board, Dr. Sharlene Jarrett, has said that in Jamaica in the early 1970’s â€Å"we averaged 4.5 children born to women between ages 15 and 49 and we see where in 2008, it was 2.4 and this is just a little above the ideal replacement level.. This decrease is seen as a great achievement for Jamaica and is a major step in Jamaica developing in their economic and social infrastructure. 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Issues in Addiction and Eating Disorders

Question: Descriobe about the Issues in Addiction and Eating Disorders? Answer: Introduction- The gaming or video gaming in the recent vocabulary, are the games played on computers with the help of joy stick or key board and the way to win over the world of fantasy. The definition as per wiki a video game is an electronic game that involves human interaction with a user interface to generate visual feedback on a video device. The definition is very simple but dont depict the vast involvement of mankind irrespective of age or sex. The inherent dream of human being may be pampered by this media with the existence of no result. People were doped with electronic gaming and just forget the world around them. The children lose their interest in studies or games with the involvement of physical attachment, the grownups are not aware of the world around them. The only goal is to achieve the score to the highest level with the self complacency that Yes, I can achieve it (Bayne, R. 2000). The word video in video game traditionally refers to a raster display device, but it implies any type of display device that can produce two or three dimensional images. The electronic system used for video games are known as platforms viz. Personal computer or game console. Theses platforms include varied range from large mainframe computers to small handheld devices. The earliest mode of video game is from 1947-a cathode ray tube amusement device was file for patent on 25th January, 1947 by Thomas T. Goldsmith Jr. and Estle Ray Mann and issued on 14th December, 1948 as US patent no 2455992. The other early examples are- Nimrod Computer at 1951, Oxo- a tic tac toe computer game in 1952, an electronic interactive game in 1958 named Tennis for Two, etc (Creeber and Martin, 2009). Identification of ethical, social and legal and professional issues within chosen topic The topic itself is self explanatory. The role of video game in the modern society makes a lot of implication so far the behaviour of mankind is concerned. Who plays the video games most? Is there any age limit, or sex limit or it is universal. The answer is that it is universal. The people around the world are fan of it. The main reason is to get relief from the practical tough world, to feel the credit of accomplishment, to rule the world with the video games are the key reason for playing video game. Moreover the group formed for the same game interact with each other to know the latest score. When the game is been played, the player loses its thirst, hunger, even the connection to the material world is get lost. What is there in the video game? There are some games which encourage the inner brutal instinct of the human being-mainly by those game where the destructive instinct is encouraged by way shooting, sword fighting etc. Normal people cant get the taste of these, but their i nstinct wants to do that for the sake of heroism and the virtual achievement related to that. There are other games which really encourages the intellect of the individual like sports game. Now let us discuss the different issues with video games (Hercheui, 2012). Ethical issues- What is the definition of Ethics? Which is normally endorsed by the human being by using their general instinct is called ethics. When any act is described as unethical? The act which was performed without the consent of general conscience of individual is called unethical act. In case of video games the ethical issues doesnt arise directly, as an individual has got the liberty to spare his time as per his wish, be it in the soccer field or be it at home with the video games. The ethical part arises when the individual tries to do something unethically in video games operation to achieve something which is not achievable by him. That may be earning money from video games or earning some other advantages from playing video games. The unethical act arises when someone does some act which is not as per trend and that too to achieve something which is not he deserves. The trend of unethical issues gained from video games may be transmitted other parts of life, and if so happen, that is t he worst part of video game. If the individual tries to forget his values of life only for the sale of video games and act accordingly which may harm others interest is the most unfortunate result derived from video games (Angle, 2004). There are 10 ethical issues as per Gamer Gate are: When you buy a game, you are not necessarily own them, and may not play them in future- the games purchased from the seller cant be your own property, even if the game is being kept in the closet. Moreover the games purchased and installed in the own pc may be get out of use if the hard disk crashes and there will be no option for the buyer to get the service from the seller after the hard disk gets crashed (Holiday, 2012). The troubling relationship between video game developer and the real arms manufacturer- the development of the arms in the video games are the 3D version of the real arms. The manufacturer of Arms, Barrett insisted that the game developer should buy for development of the arms to be used in video games. The benefit of this transaction is the license fee got by the gun maker as well as the game maker is equipped with the licensed gun model. Hiring practises that treat developers as disposable- As per Anthony Farmer, the renowned game developer, he is open for new assignment but was not at all hired by anybody. Instead they want the new grads with a unity 3D side project or two under their belt (Sommers, 2000). Publications that brazenly accept payment for advertorial sponsored review- The different media does the sponsored review which is mostly by force of advertisement and they use to take money shamelessly for this purpose. The use of conflict minerals and other ethical violations in the supply chain- the 10% of the companies have done next to nothing to shift their practises towards conflict free from Congo. They are not members of the industry, and never take adequate steps to ensure the authenticity of the supply chain (Mandiberg, 2012). Crunch time and other exploitative labour practises- It is the normal practise of the game developing companies not to look into mind the welfare of the employees. They work relentlessly for the company, and at the end they found themselves exhausted and frustrated. Publications hungry for content, eager to pass off promotional materials as news, presenting touched up renders as in-game screenshots- The publications are eager for the news and they use the promo material as news with the still shots as promotional bull shots. There is no legal support for the small developer if the big studios make a thousand clones of it (Brighouse and Swift, 2014). The sex abuse of the female are prominent in the game developing with the essence of sexual instinct. The flexibility towards development of own thoughts related to religion or sex is not allowed in the game developing. Social Issues- The basic social issues of video game are that it changes the behaviour of the gamer. He always prioritizes his video games than his social life. A man refused to pick up phone calls at the sweet Saturday morning to avoid the outing with his friend, instead like to confine himself within the four wall of the room to play games and to reach the Everest of points or scores he can earn. The gamer forgets about the real world outside and try to concentrate more and more in the fantasy world of video games. The result will be so disturbing that the social balance will get affected. Even in the same family there were different islands of dwellers without interacting among themselves. They eat when they are served but it is doubtful how far they taste the food, instead they love to grab it fast. They always have the hurry to enter the world of games bypassing the real world with its social values. The families get affected, the friendship gets affected, and the eternal relationship also get s affected. It is the gamer who has to decide which one is his priority. The video game is one type of addiction which just covers human being like cobweb. Its tough to get out of it, the more you try to get rid of it, the more it covers you without any scope to find yourself out of the trap. The old games are replaced by new games, the arms of fight change from sword to rifle, and rifle to machine gun, but the addiction continues. It is the gamer who has to decide how he will get rid of this. The result will be isolation of the gamer, with the psychological problem and the remedy to get rid of the situation is really difficult (Jensen, 2011). The lack of social interaction that results from obsessive gaming can have long term social consequences. An addicted teen ager will not be able to develop effective social skills, which will hinder his ability to develop and maintain healthy relationship in his study place and beyond. Suddenly he will found himself at the age of 21 with 15 years old social maturity level. He is not conversant with making friends, mix with the girls or just hangout and enjoy peoples company. There is vicious cycle of isolation created by gamer to more and more isolation resulting only escape rout of more going deep into games. The gamer would prefer for the online relationship instead of real material world relationship. Some physical consequences of video games addiction can lead to social consequences as well. The addicted gamer may lose his sleep due to continuous video games playing and will lose his patience and energy to invest in relationship (Kowert, 2015). Its not just neglect that costs addicted gamers their relationship. Some of them talks so much about the latest game they play, soon the people around will leave the place to keep him alone and isolated. They cant or wont engage them in real world conversation or be a source of support or encouragement to the circle of friends or family. Because of the discussion of the friends related to other subjects of the real world, the gamers soon lose interest and try to go away. If that discussion continues, the gamer may get irritated and react otherwise which is not the normal trend of society. A quick online search for information about the game addiction yields multiple stories about detrimental, and potentially harmful, social decisions people have made because gaming takes priority above all else. One such story was about a man who installed an online gaming program onto his laptop so he could play at work, knowing well that if he gets caught he will be fired. Even another story of wif e and husband recently got involved in video games for the simple reason that it took his mind off his problems (Acton, 2012). Legal Issues There are top ten legal issues for game developers as furnished below: The game developed should be in a fixed, tangible medium (code). Thoughts and ideas are not protected, but their expression is protected. Design and development decisions will need to contemplate intellectual property rights, from copyright of the code, to work for hire and copyright transfers and waivers from independent developers, to trademark of logos of the games and their domain names (Boyd and Green, 2007). Who the author is can sometimes be the point of legal contention- work for hire, employee vs. Independent contractor, commissioned works-each of these adds a new dimension of complexity if a contract that spells out the exact relationship is not explicit or does not even exist. Are you the author, are your employees the authors were you hired to develop for someone else? Rights can be transferred through a sale of license agreement. Rights can also be split- for example, a right to reproduce but not distribute. Rights last a certain amount of time only and the length depends on which country the work was produced or registered (Borkwood, 2013). Do you need to register? If you want to sue is what we have always been told. Easy but can be expensive when you begin to register in every country you want protection in. The gaming industry faces unique business model decisions. You have a target audience that is conditioned to paying to be able to play the games so issues such as subscriptions or user fees, micro transactions for virtual goods, and advertising via sponsorship branded virtual goods and product placement, will all require legal guidance in terms of virtual currencies, transactions, interstate commerce, sales tax, etc (Sikora and Hattan, 2009). Content production in association with the games may also lead to issues with publicity rights(if incorporation a well know soccer player or celebrity), music licensing issues, offensive content, and the Childrens online protection Act to name a few. After design and development, the next big issue focuses on game access and distribution- from digital rights management to licensing agreements- this issue also brings in international standards for content and IP protection. If you are developing a social game, privacy implications come into play. Most of the games use the social graph to enhance the social experience. These uses are outlined in the games Terms of Use and Users Agreements but many users do not bother to read them. Contents also bring up the issue of first amendment rights (freedom of speech) vs. Censorship. In June 2011 Just Scalia and the US Supreme court based down a decision that video games are protected and that restrictions based on their content would be subject to strict scrutiny.(Brown Vs. Entertainment Merchants Association, CA). SO Californias ban on violent video games for children was declared unconstitutional (Acton, 2012). Apart from the above there are serious legal issues related to video game. The incident of Madison Square in 2013 for the alleged murder attempt on Joseph B. May weathers by Antonio D. Streets Washington by firing from a shot gun on his face for the reason of non-returning of the video game he had borrowed from Washington. The game called Grand Theft Auto had been borrowed by May weathers from Washington and had not been returned back while asked for. This incident shows the implication of video game and the passion behind it for the owner. Professional Issues So far the professional issues are concerned about video games, the matter dawns upon the game developer and the gamer. The game developer with his technical knowledge and professional approach tries to make the game as superb as it can be. The job may attract no. Of sleepless nights, but the accomplishment is the last word to prove his professionalism. The professional in this field often exchange ideas and the concept thus grown cant be the trade secret. Even after one game is developed the same may be copied or cloned to numbers to spread in the market with slight deviations. The terms and conditions mentioned in the game are not read properly by the buyer. But that should be attentively read to know the pros and cons of the game with the professional barrier tied with it. Todays society embraces and uses many digital and online entertainment products in a multi trillion- pound industry (Rigby and Ryan, 2011). The global software games industry alone was estimated to be 41.9 billion US $ in 2007 and expected to grow @ 9.1% annually to US$ 48.9 billion in 2011 and 68 billion US $ in 2012, making it fastest growing sector in media industry worldwide. The interactive entertainment industry is a highly skilled, growth industry of the future, and UKs interactive entertainment industry is projected growth of 7.5% from 2009 to 2012. There is evidence that children prone to game for at least five years have the better IQ with motivation and zeal for achievement to prove their excellence in education. They move to college and successfully complete the course and then move forward to the job world. The research shows that the gamer with high ability can perform better in arithmetic ability and motivation for the subject through game-play scenarios, while others have shown that there can be increased reading comprehension scores through game-playing training programs as an alternative to, or in conju nction with, more conventional teacher based methods. Other benefits include individual developing high levels of hand- eye coordination, good reaction times, better social interaction, better pattern and rule generation and hypothesis testing and generalization, better spatial visualisation and a developed sense of achievement (Cheever, Rosen and Carrier, 2015). Conclusion- The above discussed features show the different implication of video games in different aspect of human being. But end of the day, the lesson should be that play game as a past time entertainment, dont get addicted to it. The proper balance of the game and social life makes an individual enjoy the game and social life as well in fullest. In modern days, none can deny the effect of video games, at the same time none should be addicted to it. The slogan should be -Play and enjoy, but limit must be there to enjoy the game and the life with all responsibilities to be fulfilled as a social creature. References: Acton, Q. 2012. Issues in addiction and eating disorders. Atlanta, Georgia: Scholarly Editions. Angle, C. 2004. Defining ethics, good evil. Redding, CT: Philosophy Pub. Co. Bayne, R. 2000. The counsellor's handbook : a practical A-Z guide to professional and clinical practice. London New York San Diego, Calif: Chapman Hall Distributed in the USA and Canada by Singular Pub. Group. Borkwood, I. 2013. Learning Stencyl 3.x game development beginner's guide a fast-paced, hands-on guide for developing a feature-complete video game on almost any desktop computer, without writing a single line of computer code. Birmingham: Packt Pub. Boyd, S. and Green, B., 2007. Business legal primer for game development. Boston, Mass: Charles River Media. Brighouse, H. and Swift, A., 2014. Family values the ethics of parent-child relationships. Princeton: Princeton University Press. Cheever, N., Rosen, L. and Carrier, L., 2015. The Wiley handbook of psychology, technology and society. Hoboken: Wiley-Blackwell. Creeber, G. and Martin, R., 2009. Digital cultures. Maidenhead: Open University Press. Hercheui, M. 2012. ICT critical infrastructures and society 10th IFIP TC 9 International Conference on Human Choice and Computers, HCC10 2012, Amsterdam, The Netherlands, September 27-28, 2012. Proceedings. Berlin New York: Springer. Holiday, R. 2012. Trust me, I'm lying confessions of a media manipulator. New York: Portfolio Sold by Penguin Publishing. Jensen, M. 2011. Encyclopedia of contemporary American social issues. Santa Barbara, Calif: ABC-CLIO. Kowert, R. 2015. Video games and social competence. New York, NY: Routledge. Mandiberg, M. 2012. The social media reader. New York: New York University Press. Rigby, S. and Ryan, R., 2011. Glued to games how video games draw us in and hold us spellbound. Santa Barbara, Calif: ABC-CLIO. Sikora, D. and Hattan, J., 2009. Business and production for games : a gamedev.net collection. Boston, MA: Course Technology/Cengage Learning. Sommers, C. 2000. Who stole feminism? : how women have betrayed women. New York: Touchstone/Simon Schuster.

The Importance of Academic Writing

Academic writing is the specific field of writing which is based on strict rules and conventions developed to regulate different types of academic writing to guarantee the writing of a standard text. Thus, in spite of their purpose, academic papers are standardized in relation to the format, organization, structure, and presentation of the points discussed.Advertising We will write a custom essay sample on The Importance of Academic Writing specifically for you for only $16.05 $11/page Learn More That is why, academic writing is effective to argue different academic issues according to the certain scheme. However, the skills improved to write academic papers are important not only for the development within the narrow field of the academic writing at university but also for business communication. The standards used to write academic papers can be successfully adapted to the written business communication. Thus, the importance of academic writing for bus iness communication and for working out business plans depends on such principles and purposes of academic writing as the clear and strict structure of the paper, the stress on the paper’s objective, and the strong argument supported with credible evidences and data because the mentioned factors are important to write an effective business plan and to state the definite opinion. The usage of the principles of academic writing for the written business communication and development of business plan is possible with references to the strict rules used to organize academic papers of different types. It is almost impossible to write the paper and discuss it as an academic one when the definite structure is not followed. The development of the business plan is also based on the clear structure according to which the business plan should present its purpose, the main argument or goal, and the points to be addressed and implemented into practice. The relevance of the proposed actions should depend on the credible evidences and current data to receive the real picture of the situation and develop the most effective strategy or plan. From this point, the skills used to write the academic paper with the clear structure are also necessary to develop the effective business plan which is easy to be implemented because all the necessary points are mentioned and explained. Academic papers are written to achieve the definite aim. Thus, the papers are developed to persuade, to argue, to describe, and to contrast and compare facts. There are also a lot of other objectives to write an academic paper (Ballenger, 2010). The ability to stress on the definite objective and complete it in writing is important to developing business papers such as business plans.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, the writing can be discussed as academic when the definite academic goals are achieved with the help of developing different types of papers. To provide the effective written work, it is important to think and act as an academician. It is necessary to read the appropriate books, to discuss the important issues, and to explore the significant information in order to achieve the goal of writing this or that text (Elbow, 1995, p. 72). From this perspective, to write as a businessman means to write as a person who intends to achieve the definite goal with providing the perfectly structured text which is developed to complete the certain objective. For instance, the main objective of developing a business plan is to provide the effective plan of actions which is designed to overcome the definite issue or propose some strategies. The academic paper is discussed as strong when it is based on the clear and well-developed argument which is supported by credible evidences. In business communication, it is always important to pay attention to the audience. Thus, the audience of academic writing is often the persons who can have the greater knowledge of the field than the author of the text (Elbow, 1995, p. 81). That is why, the task of the writer is to provide the effective argument which is carefully developed and supported with reliable facts and evidences to persuade the audience in the writer’s competence in relation to the topic discussed (Hoffman Ford, 2009). Referring to the example of the business plan, it is possible to note that the successfully structured business plan cannot be discussed as effective, if it is not based on convincing evidences and current data. The opponents of this idea can state that business writing is correlated with the academic writing only formally. However, persons who are involved in the realities of the business world agree that it is the task of the businessman and writer to operate the information efficiently and organize the paper which meets requirements of the business communication (Ann Dav id, personal communication, 2013). The skills and principles used in academic writing are important to complete these tasks. Businessmen should know what to say to the public. If the statement is presented in the written form, it should be organized and formatted more properly than the oral speech. That is why, the principles of academic writing are helpful to develop business plans, reports, and observations in order to present the material in an effective manner to achieve the definite goal. The written communication is one of the key aspects of business professions that is why the basic principles of academic writing can affect the person’s success in business writing.Advertising We will write a custom essay sample on The Importance of Academic Writing specifically for you for only $16.05 $11/page Learn More References Ballenger, B. (2010). The curious writer. USA: Longman. Elbow, P. (1995). Being a writer vs. being an academic: A conflict in goals. College Composition and Communication, 46(1), 72-83. Hoffman, M. Ford, D. (2009). Organization rhetoric: Situation and strategies. California: SAGE Publishers. This essay on The Importance of Academic Writing was written and submitted by user Bridget Stafford to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Geoffrey Chaucer Essays (1671 words) - The Canterbury Tales

Geoffrey Chaucer annon ?...I think some of Chaucer belongs to his time and that much of that time is dead, extinct, and never to be made alive again. What was alive in it, lives through him...? --John Masefield Geoffrey Chaucer?s world was the Europe of the fourteenth century. It was neither rich or poor, happy nor sad. Rather, it was the intermingling of these, a mixture of splendor and poverty, displaying both worldly desire and spiritual purity. Chaucer?s travels through it, mostly on ?the King?s business,? or civil service, shaped his writing, offering the readers of today a brief glimpse into the world in which he lived. Chaucer lived from approximately AD 1340 to 1400. The world in which he lived was not one of peace or stability. Born the son of a London vintner, he remained a Londoner for most of the rest of his life, leaving the city only on ?the King?s business?. The city of London was thus Chaucer?s environment for most of his life. Aside from brief visits into other countries or areas of England, he remained in the city, and it?s affects on his writing was immense. London of that time was not the London of today. It was a walled city, guarded against invasion, but long enough time had passed since such a threat had approached that the defenses had loosened. Houses perched upon the walls, and Chaucer in fact, lived for a time in a house built over Aldgate, (one of the gates of the city). London was a city less than three-quarters of a square mile in size: It ran east and west along the Thames less than one and a half miles, and extended northwards less than half a mile. Over 20,000 people were packed into this small area; the diversity of the inhabitants was overwhelming. Londoners ranged from wealthy to impoverished, from small to large, from shoemaker to blacksmith to minstrel to priest. The city was thus fairly close. Stone building mingled with tile, wood, and thatch. While the major streets were fairly wide, small shops and stands often spread out into the road, effectively narrowing it by up to half it?s width. London Bridge (the only bridge in the city) was home to a multitude of homes and shops, perched on top of the span to conserve space. Waste was disposed of simply. It was emptied out the windows into the alley or street and slaughtering was done in he streets as well, with scraps being tossed underfoot. Hogs were often used to keep the streets clean, but were assisted by wild dogs and scavenger birds. Open sewers ran through the streets and into the Thames. Most of the rest of Chaucer?s life was open at the courts of the king of England. Here a startling change was apparent. The filth of the streets disappeared, to be replaced by the splendor so often associated with royalty. The royal court of England was home to many in Chaucer?s time. Courtiers, pages, knights, nobles, princes, and of course the King and Queen. Chaucer rose through the ranks of the king?s men, experiencing all aspects of court life. He was a page, squire, court-bard, counselor and finally courtier to various monarchs. Many kings rose an fell in his lifetime. Chaucer began his life in the king?s service in the reign of Edward III, and performed his service a long while. He was important enough to Edward that he was personally ransomed after being captured by the French in the war between Edward and Charles, an honor usually reserved for nobles. By 1378 Edward III had died, and Chaucer was the man of Richard II. The country was caught up in a political battle between the nobles of Gloucester and Lancaster. The actions of these two nobles sent Chaucer reeling , his world constantly changing about him. The only stable item in Chaucer?s world was religion. The institution of religion, the church, was quite prominent and visible. Cathedrals dotted the cities of the world, and even the smallest town had a church. The glory of the Church may even have outshone that of the royal court. Cathedrals were brilliant with magnificent carvings, statues of precious metals murals, holy artifacts, and many other gleaming treasures. Even the smallest church was home to some splendor. The glory of the church, and the power it put forth over the population made it a major political power of the time. Chaucer was born in the early 1340?s. Very little is known about the first stage of his life. However, two items are fairly certain. It appears that Chaucer was the

Conjugation of the Spanish Verb Salir

Conjugation of the Spanish Verb Salir Salir, a common verb that typically means to leave, to exit or to depart, is irregular in ways that few verbs are. A -ga- or -dr- is inserted in some endings in ways that arent predictable. The only frequently used verb that is conjugated in the same way as salir is sobresalir, which usually means to stand out or to tower above. Two rare verbs, also based on salir, share the conjugation. They are resalir (an architectural term for emphasizing a feature in a building) and asalir (to leave for a meeting). Irregular forms aestabanre shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Salir salir (to leave) Gerund of Salir saliendo (leaving) Participle of Salir salido (left) Present Indicative of Salir yo salgo, tà º sales, usted/à ©l/ella sale, nosotros/as salimos, vosotros/as salà ­s, ustedes/ellos/ellas salen (I leave, you leave, he leaves, etc.) Preterite of Salir yo salà ­, tà º saliste, usted/à ©l/ella salià ³, nosotros/as salimos, vosotros/as salisteis, ustedes/ellos/ellas salieron (I left, you left, she left, etc.) Imperfect Indicative of Salir yo salà ­a, tà º salà ­as, usted/à ©l/ella salà ­a, nosotros/as salà ­amos, vosotros/as salà ­ais, ustedes/ellos/ellas salà ­an (I used to leave, you used to leave, he used to leave, etc.) Future Indicative of Salir yo saldrà ©, tà º saldrs, usted/à ©l/ella saldr, nosotros/as saldremos, vosotros/as saldrà ©is, ustedes/ellos/ellas saldrn (I will leave, you will leave, he will leave, etc.) Conditional of Salir yo saldrà ­a, tà º saldrà ­as, usted/à ©l/ella saldrà ­a, nosotros/as saldrà ­amos, vosotros/as saldrà ­ais, ustedes/ellos/ellas saldrà ­an (I would leave, you would leave, she would leave, etc.) Present Subjunctive of Salir que yo salga, que tà º salgas, que usted/à ©l/ella salga, que nosotros/as salgamos, que vosotros/as salgis, que ustedes/ellos/ellas salgan (that I leave, that you leave, that she leave, etc.) Imperfect Subjunctive of Salir que yo saliera (saliese), que tà º salieras (salieses), que usted/à ©l/ella saliera (saliese), que nosotros/as salià ©ramos (salià ©semos), que vosotros/as salierais (salieseis), que ustedes/ellos/ellas salieran (saliesen) (that I left, that you left, that he left, etc.) Imperative of Salir sal (tà º), no salgas (tà º), salga (usted), salgamos (nosotros/as), salid (vosotros/as), no salgis (vosotros/as), salgan (ustedes) (leave, dont leave, leave, lets leave, etc.) Compound Tenses of Salir The perfect tenses are made by using the appropriate form of haber and the past participle, salido. The progressive tenses use estar with the gerund, saliendo. Sample Sentences Showing Conjugation of Salir Nadie los vio salir. (Nobody saw them leave. Infinitive.) Inglaterra ha salido de la institucià ³n europea, pero no ha salido de la economà ­a europea. (England has left the European institution, but it hasnt left the European economy. Present perfect.)  ¿Quià ©n dice que hemos salido de la crisis econà ³mica? (Who says that we are out of the economic crisis? Literally, who says that we have left the economic crisis? Present perfect.)   Las cosas se estaban saliendo de control. (Things were going out of control. Present progressive using the gerund.) A esa hora, en la costa oriental de Estados Unidos, la Luna estar ponià ©ndose y el Sol estar saliendo. (At that time on the east coast of the United States, the moon will be setting and the sun will be rising. Future progressive.) Salgo de mi trabajo a las tres de la maà ±ana. (I get off work at 3 a.m. Present indicative.) Los buses salen cada 20 minutos. (The buses leave every 20 minutes. Present indicative.) Todos los estudiantes salieron con lgrimas en los ojos. (All the students left with tears in their eyes. Preterite.) Podà ­as ver cà ³mo le salà ­a sangre de sus ojos. (You could see there was blood coming out of her eyes. Imperfect.) La verdad saldr a la luz. (The truth will come to light. Future.) No saldrà © si mi padre no quiere que salga. (I will not leave if my father doesnt want me to.  (Future,  present subjunctive.) Aunque hacer helados caseros no es excesivamente complicado, lo cierto es que se necesita un equipamiento bsico para que salgan lo ms deliciosos posible. (Although making home-made ice cream treats isnt especially complicated, it is certain that you need basic equipment so they turn out as delicious as possible. Present subjunctive.)  ¿Que pasarà ­a si la Tierra se saliera de su à ³rbita? (What would happen if the Earth left its orbit? Imperfect subjunctive.) Si salià ©semos a la calle a preguntar por la mejor serie de videojuegos de basket, probablemente 9 de cada 10 nos responderà ­an â€Å"NBA 2K†. (If we were to go out on the street to ask what is the best basketball game video series, probably nine out of 10 would respond with â€Å"NBA 2K.† Imperfect subjunctive.) S​al ahora de tu zona de confort. (Get out of your comfort zone now. Imperative.) No salgis de allà ­ hasta que encontremos lo que queremos saber. (Dont leave from there until we find out what we want to know. Negative imperative.)

Classroom Observation Essay Example | Topics and Well Written Essays - 1500 words

Classroom Observation - Essay Example While Anthony does not seem to show academic delay, his behavior is indicative of nonsocial activity, suggesting that he is either very shy, or unsure of himself in a social setting. His lack of interaction indicates that either he is particularly in tune with a certain task, or has been rejected by the peer groups in his classroom, which leave him particularly subject to ridicule. During the observation, he seemed to actively avoid participating in group activities, remaining alone. John Watson suggests that children are easy conditioned to certain behaviors (Berk 18). Because Anthony has been rejected by his peer group, it is plausible that he has learned that his attempts to be a part of the group will only draw ridicule, teaching him to remain alone. I found this particular child very frustrating, since, in spite of any efforts, he refused to work with his peers. Conner, on the other hand, is very much a part of the social group in the classroom. He is friendly and polite; he fol lows classroom rules, and is a very hard worker. He seems very well adjusted to the classroom setting, and is comfortable interacting with his peers as both a member of a group and as a leader. Conner listens carefully to the teacher, and mimics what she does exactly. Conner seems both happy, and at home with the responsibilities of the classroom. Because Conner works so hard to imitate the teacher, and to follow directions carefully, he appears to be a model for social learning theory (Berk 18). Every time he imitates the teacher, or does what he is asked, he is rewarded for the behavior with praise. He has therefore learned that doing as told in the classroom will bring positive outcomes, which he desires. I can only imagine how wonderful it would be to have an entire classroom of Conners! He was so hardworking and well mannered; it made the class environment much more pleasant. Dhruv, another child in the class, was a very different matter. He was uninterested in being involved i n the classroom, and refused to do his assignments. During table work activities, he chose to daydream, or draw pictures, instead of doing his work. His unwillingness to work made it difficult for the teacher, and for the students around him to concentrate. Dhruv, beyond showing a lack of interest in the classroom, appears uncomfortable with his surroundings. Vygotsky suggests that children learn similarly to how Piaget suggested, with an emphasis on the social interaction, and receiving tasks of increasing difficulties from their peers (Berk 26). Because Dhruv seems secluded from his peers and has difficulty with language, it is likely that he has not been presented with enough challenges to prepare him for the classroom situation. This lack of interest is frustrating for both himself and for his teacher, and I worry about his future in academics. Eric is a different subject altogether. His behavior in the classroom is completely unacceptable. He talks loudly and interrupts others during conversations and instructions. He sleeps during class, and refuses to follow classroom rules. He is mean to the other children and does not understand social conventions.